Transition Education Jim Martin University of Oklahoma at Norman – Zarrow Center Down Syndrome Association of Central Oklahoma

Material Location Google OU Zarrow Center Look on the Left Side Click on Presentations Click on Presentation

No thanks. I’ll just stay here for four more years.

Quiz Time

Bonus Question What is the purpose of special education as defined by IDEA 2004? 5

The Purpose of Special Education “... a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.” 6

Transition Planning Is Road Map To Life After High School…. How will the student get there? Picture of road

The Reason Why - 1

Transition Education Foundations

Transition Education Age IDEA 2004: transition planning beginning not later than the first IEP to be in effect when the child is 16, and updated annually.  Almost 60% of states begin transition education earlier than the federal age of 16 Oklahoma: must be in effect not later than the beginning of the student’s ninth grade year or upon turning 16, whichever comes first. Transition planning may begin earlier, if deemed necessary by the IEP Team

Why Start Earlier? Waiting Lists for DD Support Interagency Linkages and Residential and Vocational Placement and Support

Transition Timeline Go to OU Zarrow Center Website Click on Timeline of Transition Activities

Consists of students, family, educators, and support staff. All--especially the student and family--must communicate to develop an effective and meaningful plan. IEP Team

IEPs Must Contain Transition Assessments to identify strengths and needs and to help with goal development Postsecondary Goals Annual Transition Goal for each Postsecondary Goal Transition Activities or Services to help attain annual goals Course of Study to Achieve Postsecondary Goals

TRANSITION ASSESSMENT

Transition Assessment IDEA 2004 requires that appropriate measureable postsecondary goals be based upon age-appropriate transition assessments related to training and education, employment, and where appropriate, independent living skills.

Transition Assessment Employment Education and Training Independent Living Address Three Areas Picture of man working at a computer Picture of student and teacher Picture of husband, wife and son

Goals of Transition Assessment Make informed choices Provides opportunity for students to become actively involved Students and families can learn to understand the skills needed for post-school environments Picture of boy daydreaming about a mansion, plane, sailboat, and Ferrari

Need to Include Written summary of transition assessment results Lists of strengths and needs

Involve Students in the transition assessment process  Student present results at IEP Meeting Parents complete transition assessments

Types of Assessments Vocational Interest Vocational Skills Community Living Skills Self-Determination Non-Academic Skills Predictive of Post High School Employment

POST-SECONDARY GOALS

Postsecondary Goal Questions Students need to answer:  Where do I want to live after leaving high school?  Where do I want to work after leaving high school?  Where do I want to learn after leaving high school? Answers become post-secondary IEP goals

Pictures of a man and woman wondering which way to go. Pictures of want ads in paper, a bedroom, and a classroom A Helpful Formula ____________ _______ will ______ ______ After high school The Student Behavior (Where and how) “I” After graduation Picture of a diploma Picture of students in caps and gowns

Postsecondary Goals Education/Training: Jane will audit child care/early childhood classes at the local CareerTech Center with a full-time HTS. Employment: With the assistance of a full-time HTS, Jane will volunteer at a community child daycare program. Independent Living: Jane will live in a group home and utilize public transportation to participate in her classes and job shadowing activities.

More Postsecondary Goals Education/Training: John will participate in on-the-job training at flower shops or Party Galaxy to learn how to properly inflate balloons. Employment: With the assistance of a job coach, John will develop and operate a home-based balloon business. Independent Living: John will live at home with his parents.

ANNUAL TRANSITION GOAL

Annual Goal Questions Students need to answer:  What skills do I need to learn to live where I want?  What skills do I need to learn to work where I want?  What skills do I need to go to school where I want? Answers to these questions become annual transition goals.

Annual Goals Need to Include Condition  involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. Behavior  identifies the performance that is being monitored. Criterion  how much, how often, or to what standards the behavior must occur

Annual Goal Must Be Measurable A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

Annual Transition Goal Formula

Example Employment: With assistance of a job coach, John will complete a job experience at the local flower shop and appropriately inflate and tie balloons 4 out of 5 attempts.

COORDINATED SERVICES OR ACTIVITIES TO ATTAIN GOAL

Transition Services or 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 People responsible may include any educator, parents, other family members, co-worker, friends

COURSE OF STUDY

Course of Study Students need to answer this question  What classes do I take in school to be prepared to work, learn, and live where I want after leaving school? The answer to this question becomes the course of study.

INVOLVE SON OR DAUGHTER AS MUCH AS POSSIBLE IN THE PROCESS

Six Ways To Involve Students 1. Student actively participates in IEP & Transition Planning Process. 2. Student completes and learns the results of a three-part transition assessment process. 3. Student writes Present Level section. 4. Student develops course of study. 5. Students develop goals, then work on attaining their goals. 6. Student collaborates with parents and educators to develop post-school linkages.

Teacher-Directed IEP Meetings: What Percent Did These People Talk? Role% of Time Talked Special Ed Teacher General Ed Teacher Administrator Family Members Support Staff Student No Conversation Multiple Conversations

Who Talked at IEP Meetings?

Self-Directed IEP - 11 Lessons 1.Begin meeting by stating purpose. 2.Introduce everyone. 3.Review past goals and performance. 4.Ask for others’ feedback. 5.State your school and transition goals. 6.Ask questions if you do not understand. 7.Deal with differences in opinion. 8.State what support you will need. 9.Summarize your goals. 10.Close meeting by thanking everyone. 11.Work on IEP goals all year.

Answer This Question Who talked most about transition?

+ Transition Rulings and Decisions

San Diego Unified School 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 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.

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 “TRANSITION PLANNING MUST BE MORE THAN GRADUATION.” The student was awarded college tuition, incidental costs of college attendance, and tutoring services.

Dracut Public Schools, BSEA # , 15 MSER 78 (2009) Vocational training that includes placement in three or four work sites in the community, with each work site lasting for three or four months. Travel instruction to use the public transportation system and understand the Massachusetts driver’s manual. A comprehensive social skills assessment by someone with substantial experience and expertise working with students with Asperger’s Syndrome, and social skills training developed and provided on the basis of this assessment.

Contact Information Jim Martin  OU Zarrow Center   (405) Greg Valley   (405)