( ':~ <J :. ;: -,' "...Alice went on, 'Would you tell me please, which way I ought to walk from here ?‘ 'That depends a good deal on where you want to get to,' said the Cat. Lewis Caroll, Alice in Wonderland 'I don't much care where---' said Alice. 'Then it doesn't matter which way you walk, said the Cat. '--so long as I get somewhere,' Alice added as an explanation. 'Oh, you're sure to do that,' said the Cat, 'if you only walk long enough!"

2 The concept of transition is simple …

3 1. Coach every student, along with his or her family, to think about goals for life after high school and to develop a long-range plan to get there.

4 2. Design the high school experience to ensure that the student gains the skills and competencies needed to achieve his or her desired post-school goals.

5 3. Identify and link students and families to any needed post-school services, supports or programs before the student exits the school system

This was definitely NOT in my IEP.

7 Transition Services The IEP must include the transition services (including courses of study) needed to assist the student in reaching the postsecondary goals

8 Transition Services Definition— (a) A coordinated set of activities for a student with a disability: Designed to be within a results-oriented process,Designed to be within a results-oriented process, Improving academic and functional achievementImproving academic and functional achievement Facilitate movement to post school activities including:Facilitate movement to post school activities including: --post-secondary education --vocational education --post-secondary education --vocational education --integrated employment -- adult services --integrated employment -- adult services --continuing and adult education-- independent living --continuing and adult education-- independent living -- community participation; -- community participation;

9 Transition Services Definition— (a) A coordinated set of activities for a student with a disability: Based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests: and includes: (i)Instruction (ii)Related services; (iii)Community experiences; (iv)The development of employment and other post-school adult living objectives; and (v)If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

Transition Services Definition Transition services for students with disabilities may be: Transition services for students with disabilities may be: special education, if provided as specially designed instruction, orspecial education, if provided as specially designed instruction, or a related service, if required to assist a student with a disability to benefit from special education.a related service, if required to assist a student with a disability to benefit from special education.

11 Post Secondary Goals The IEP must include: Appropriate measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.Appropriate measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.

12 So what is the framework we should use to look at transition assessment and planning from a formal and informal perspective……..

14 What Is a Post Secondary Goal? A statement that articulates what the student would like to achieve after high school based on student’s strengths, preferences and interests.

15 Postsecondary Goal Areas Training – specific vocational or career field, independent living skill training, vocational training program, apprenticeship, military, Job Corps, etc. Education - 4 year college or university, technical college, 2 year college, military, etc. Employment - paid (competitive, supported, sheltered), unpaid, non-employment, etc. Independent living skills – adult living, daily living, independent living, financial, transportation, etc.

16 Post Secondary Goal Examples: Training Goal Jim will enroll in an Emergency Medical Technician training program and work for the fire department, hospital or an ambulance service Education Goal Joan will enroll full time at Lane Community College and obtain an associates degree in computer networking Employment Goal Jerry will work as computer technician repairing computers or developing and maintaining computer networks Independent living skills Goal Jessie will live independently in her own apartment or home

Age appropriate assessments assessments

Age appropriate assessment Identify Transition Services (including course of study

19 The concept of transition is simple … but Implementation takes knowledge, skill and thinking out of the box……..

The transition service needs requirement is intended to assist the student make a successful transition to his or her goals for life after high school by selecting “courses of study that will be meaningful to the student’s future and motivate the student to complete his or her education”

26 Course of Study IEP team, must determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-secondary life.

27 Course of Study How ed plan is aligned with how the student is functioning and what he/she wants to do postschoolHow ed plan is aligned with how the student is functioning and what he/she wants to do postschool Courses have direct relation to achieving what student wants beyond school secondaryCourses have direct relation to achieving what student wants beyond school secondary Based on the student’s desired post school outcomes, outline the program including community activities (Identification of service needs; Identification of diploma type)Based on the student’s desired post school outcomes, outline the program including community activities (Identification of service needs; Identification of diploma type)

28 Course of Study Focus: — Courses of study-- all courses and educational experiences. — How the educational program can be planned and relate directly to the student ’ s post secondary goal. — Show how those courses are linked to those goals. Promotes the concept that the high school program focuses on post-school results. Help students and family select courses of study that are meaningful and motivate students to complete their education.

Assessment Student directed planning Cultural competence Middle/High Across Disability

31 O’Leary, E., 2005 © Copyright IEP Annual Goal Process for Transition Services: A Model Transition Services (All activities/services) 1. Strategy/Activity 2. Strategy/Activity 3. Strategy/Activity 4. Strategy/Activity 5. Strategy/Activity 6. Strategy/Activity 7. Strategy/Activity 8. Strategy/Activity 9. Strategy/Activity 10. Strategy/Activity 11. Strategy/Activity 12. Strategy/Activity Strategies/ Activities for Current Year 1. Strategy/Activity 2. Strategy/Activity 3. Strategy/Activity 4. Strategy/Activity 5. Strategy/Activity Parent 5. Strategy/Activity Others 6. Strategy/Activity Student 4. Strategy/Activity Rehabilitation 3. Strategy/Activity Education 1. Strategy/Activity 2. Strategy/Activity General 1. Strategy/ Activity Special 1. Strategy/ Activity Annual Goals

32 The federal government (OSEP) has required the Oregon Department of Education to report on several “indicators” … two are relevant here…The federal government (OSEP) has required the Oregon Department of Education to report on several “indicators” … two are relevant here…

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

34 Indicator 14 Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

35 Contact Information Jackie Burr, Oregon Department of EducationJackie Burr, Oregon Department of Brigid Flannery, University of OregonBrigid Flannery, University of