1. Responsibility for Transition Tenneal Wetherell, Director of Student Learning Jackie Burr, ODE Transition Specialist IEPYTP Employment Education Training

2. 2004 IDEA The purpose of IDEA is: to ensure that all children with disabilities have available to them 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.

4. Must conduct Age Appropriate Transition Assessments that will assist in determining the student’s Preferences, Interests, Needs, and Strengths (PINS) GET TO KNOW THE STUDENT!!! Must invite student to IEP meeting— involve the student in IEP process.

5. Age Appropriate Transition Assessments Formal Transition Assessment Methods  Adaptive Behavior Assessment information  General and Specific Aptitude Tests  Interest and Work Values Inventories  Intelligence Tests  Achievement Tests  Personality or Preference Tests  Career Maturity or Employability Tests  Self-Determination Assessments  Work-Related Temperament Scales  Transition Planning Inventories

6. Age Appropriate Transition Assessments Informal Transition Assessment Methods  Interviews and questionnaires  Direct observation  Environmental or Situational Analysis  Curriculum-based assessments (CBA)

7. ! DESCRIBE WHAT THE STUDENT WANTS TO DO!!! The IEP includes appropriate measurable postsecondary goals based upon age- appropriate transition assessments related to training/education, employment and, where appropriate, independent living skills.

8. POST-SECONDARY GOALS Example: Upon graduation from high school, Jim will successfully complete welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate. Example: After finishing high school Alex will increase his work hours in the business department of a local office supply store. Example: Upon completion of high school, John will enroll in courses at Ocean County Community College. Example: Upon completion of high school, Lisa will learn to utilize public transportation, including the public bus and uptown trolley.

9. SUPPORT THE GOAL FOR THE FUTURE!!! Annual GoalsTransition ServicesCourse of StudyOther Agencies POST SECONDARY GOAL

10. Measurable Annual Goals Statement of academic and functional goals Measurable terms what the student can reasonably accomplish in a 12- month period. direct relationship between goal and PLEP assist the student in progressing toward postsecondary goals.

11. Transition Services Assist student to achieve post-school outcomes Results-oriented process Facilitate movement from school to post school  Examples of Transition Services  Instructional support of guided notes for lessons  Audio-taped texts for English 12  Instruction related to social skills in a work setting  Assistive technology to increase use of voice output device  Physical therapy to improve independent ambulation  Job shadowing in a food services environment Part of long-range plan that coordinates the last years of high school and the years immediately following high school

12. Course of Study EXAMPLE: Maria is in the 10 th grade. She has a learning disability in reading and written language. Maria will graduate with a regular diploma Postsecondary education/training: Two years after graduation from high school, Maria will successfully complete physician assistant courses at Smith Community College.  Science courses that relate to postsecondary goal, general science and life science.  Health Occupations course in grade 11, and  Advanced Health Occupations course  A 2-hr after school internship at Smith Community Hospital. A multi-year description of coursework to achieve the student’s desired postsecondary goals, from the student’s current to anticipated exit year.

13. Agency Participation Agency representatives that are likely to be responsible for providing or paying for transition services. Transition meetings should help students and families connect with the adult service system. If the agency does not attend you must document that you spoke with them and provide the information that they shared.

14. Agencies to Consider Department of Human Services  Developmental Disabilities  Foster Care and Independent Living  Office of Vocational Rehabilitation Services  Office of Mental Health and Addiction Services  Youth Transition Program Specialist  School Career Counselor  Current Employer

15. YTP-What is it?  Oregon Vocational Office of Rehabilitation Services (OVRS),  Oregon Department of Education (ODE),  University of Oregon (U of O), and  Local school districts statewide in Oregon. The Youth Transition Program (YTP) is a grant program for youth with disabilities operated collaboratively with:

16. Purpose of the YTP Program The purpose of the program is to:  Prepare youth with disabilities for employment or career related post secondary education or training  Support school districts in preparing youth for their future employment by: Investigating employment options Supporting them in skill building & job readiness Teaching them how to access the job market Supporting the IEP process

17. Who Does it Serve? YTP serves: Youth with disabilities who need additional support, beyond the services typically offered though the general or special education program, to achieve their secondary and post secondary employment and continuing education goals. Students must have a documented disability or 504. Students must be eligible for Voc. Rehab. Students must have the potential to become competitively employed given job training services or postsecondary ed.

18. Who Does it Serve? Strengths of StudentsBarriers to Employment YTP youth are those who will be able to succeed in competitive employment and have strengths that should include: Desire to work Motivated to work Be responsible and able to follow a plan Know their abilities and limitations YTP youth are representative of all youth with disabilities, with additional barriers to employment which can include: Individual, family, or school system barriers Negative job experiences, and low levels of family involvement or support Financial, transportation Homelessness

19. YTP Eligibility Process Screen Students Determine students who are eligible Prepare a plan Provide support in all needed areas Follow-up to maintain plan Keep track of student after graduation and support, if possible, follow-up services

20. Supporting the Student & the Student & the IEP Transition Process

21. Support Services Overview Follow-up supportCareer development Individualized support to stay in school Individualized planning Support services such as individualized mentoring Emphasis on paid employment The YTP provides services to youth beginning during the last two years of high school and continuing into the early transition years after leaving high school.

22. Individualized Planning Individualized planning, focused on post school goals and self determination, and help to coordinate school plans with relevant community agencies Contact community support agencies & coordinate support with the IEP/School Team Assist/Support student in working towards post school goals as written on goal/course of study CIS, Scholarships, Financial Aid, Community supports The Specialist Can:

23. Individualized Support Support students in their academic, vocational, independent living, and personal social skills, and help them to stay in and complete high school. The Specialist Can:  Teach self advocacy skills  Teach resume & job readiness skills  Support/Assist in social skill objectives  Coach, mentor student in achieving their goals

24. Career Development Career development services including goal setting, career exploration, job search skills, and self advocacy. The Specialist Can:  Complete Career exploration tools  CRLS & Portfolio Support  Teach job search skills  Support in self advocacy  Help teach students how to obtain work/job support

25. Employment Support Emphasis on paid employment such as connections with local employers, development of school-based businesses, on the job assessment and training. The Specialist Can: Set up work experiences, job shadows, informational interviews Pre-employment training on campus under school based employment/businesses Interviewing techniques, resume writing, job search applications. Assist in the development of a career pathway

26. Mentoring and Referrals Support services such as individualized mentoring and support or referrals for additional specific interventions The Specialist Can: Teach how to access local services Support students in accessing support services  Food stamps  Banking  OHP  Housing, etc.

27. Follow-Up Support Follow-up support for one year after leaving the program to assist in maintaining positive outcomes in employment or post secondary settings. The Specialist Can:  YTP refer to Voc. Rehab. counseling  Problem solving at work  Individualized to student needs  Contact your specialists re the post school outcomes report. They may have the info and contact numbers.