1. Purpose of Individuals Disabilities Education Act I.D.E.A.
To ensure that all children with disabilities have available to them a free and 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

2. General Transition Services (page 3 of YTP manual)

3. Transition Services (I.D.E.A.)
Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually

4. Defining Transition Services
A coordinated set of activities for a child with a disability
A results oriented process
Focused on improving the academic and functional achievement
Facilitate the child’s movement from school to post-school activities,
Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests(PINS) .

5. Transition Services Include
Instruction
Related services
Community experiences
The development employment and post-school adult living objectives
If appropriate daily living skills
Provision of a functional vocational evaluation.
including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation

6. Eight Key Provisions for Transition Planning
1. Invite the student
2. Age appropriate transition assessment
3. Preferences, Interests Needs, Strengths (PINS)
4. Measurable Post Secondary Goals
5. Transition Services
6. Course of Study
7. Measureable Objectives
8. Coordinate Services with Adult agencies
Pg 5

7. Invite the Student
Beginning at age 16, the School District must be invite a student with a disability to attend the student’s transition IEP Team meeting
The IEP Team must actively involve the student . One standard is in the top 5 out of compliance for the state

8. Defining Transition Assessment
The ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal social environments
Assessment data serve as the common thread in the transition process

9. Age Appropriate Transition Assessments
Can be formal or informal
Interest inventories, Surveys, Interviews
American College Testing Assessment called ACT, Armed Services Vocational Aptitude Battery(ASVAB)
Should hit four target areas
Academics
Self-determination
Vocational Interest and Exploration
Adaptive Behavior/Independent Living

10. Links to find Assessments
Secondary Transition for Students with disabilities Transition Community Network Transition Together Reference books from ODE Resource Disk from Educator Institute (soon to be posted on) ytp.uoregon.edu

11. Transition Technical Assistance Network

12. Transition Network Facilitators TNF’s by Region & Counties
Clatsop, Columbia, Multnomah, Washington
Lizzie Juaniza, Robbie Spencer, Multnomah ESD
Region 2
Marion, Polk, Tillamook, Yamhill
Eivind-Erik Sorensen, Willamette ESD
Region 3
Benton, Lane, Lincoln, Linn
Josh Barbour, Linn-Benton-Lincoln ESD
Region 4
Coos, Curry, Douglas
Darci Shiver , Douglas ESD
Region 5
Jackson, Josephine, Klamath
Cindy Cameron, Southern Oregon ESD
Region 6
Clackamas, Gilliam, Hood River, Sherman, Wasco
Kriss Rita, Clackamas ESD
Region 7
Crook, Deschutes, Jefferson, Wheeler, Lake
Margie Blackmore, High Desert ESD
Region 8
Baker, Grant, Harney, Malheur, Morrow, Umatilla, Union, Wallowa
Lon Thornburg, Intermountain ESD
new 2017

13. Preference Interests Needs Strengths (PINS)
Out of the Age Appropriate Transition Assessments you will get the student’s Preferences, Interests, Needs, and Strengths
Serves as the common thread throughout the IEP

14. Post-Secondary Goals
Should come directly from the transition assessments
Must always consider education AND training AND employment
May also include Independent Living goal If Identified as a Need in the Present Levels of Performance

15. Examples of Post-Secondary Goals
After high school Juan will work full-time at Whole Foods.
After graduating from high school David will attend Chemeketa Community College part time to study Emergency Medical Technology.
After high school, Dawn will live in an apartment with roommates.

16. Transition Services
Part of a long-range plan that coordinates the last years of high school
Focus on improving the academic and functional achievement
At least one transition service should be listed in association with each measurable postsecondary goal
; see Table 1 for examples. Transition service areas include instruction, related services, community experiences, or development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation

17. Transition Services
Include postsecondary education, vocational education, integrated employment including supported employment, continuing and adult education, adult services, independent living and/or community participation.
Transition services are the experiences, supports, and instruction beyond academic courses

18. Examples of Transition Services
Post Secondary Goals
Transition Services
Education After high school, Jim will enroll in 4-year college/ university to study biology. Employment After high school, Darius will work half-time at a computer repair shop. Independent Living After high school, Angela will live with roommates in an apartment.
Jim will contact the Disabilities Resource Office at three colleges of offer students with disabilities and how to access these services
Darius will complete two different job shadows related to his interest in working on computers.
Angela will learn to take public transportation to and from her home and place of employment and the community college.

19. Course of Study
Multi-year description of coursework AND activities from the student’s current year to anticipated exit year
Must align with Postsecondary Goals
NOT the coursework required to attain a specific diploma
Think of course as a pathway…journey… not always just course in school. It can also be activities.

20. Invite Participating Agencies
The school district must invite a representative of any other agency (e.g., vocational rehabilitation, mental health, community college, brokerages) likely to be responsible for providing or paying for transition services.
With the consent of the parents or a child who has reached the age of majority
If an agency representative does not attend the IEP meeting, the IEP team should document their input.
If the purpose of the IEP meeting is to consider transition services for a student, Try to this early for VRC schedules fill up fast tip: beginning of the year.

21. Measurable Annual Goals
For each postsecondary goal an annual goal(s) should be included in the IEP that will help the student make progress towards the stated PSG
There should be a direct relationship between the annual goals and the present levels of performance
Should include academic AND functional

22. Page 12

23. Transfer of Rights at Age of Majority
Under IDEA, the right to make educational decisions transfers to the student at the age of majority.
In Oregon, transfer of rights occurs at the age of majority – 18 years old, when the student gets married, or becomes legally emancipated, whichever comes first.
The IEP Team must plan ahead and assist the student and parent in understanding and preparing for the transfer of rights that will occur when the student turns 18. At least one year before student turns 18: The district must notify the student and the parent that rights will transfer at the age of majority.
When the student reaches the age of majority: The district must provide written notice to the student and parent at the time the student reaches the age of majority and rights transfer; districts may not wait until the next scheduled IEP meeting to provide such notice. When the student reaches the age of majority: The district must provide written notice to the student and parent at the time the student reaches the age of majority and rights transfer; districts may not wait until the next scheduled IEP meeting to provide such notice.

24. Summary of Performance
I.D.E.A. of 2004
School districts must provide a student with a Summary of Performance when they graduate from school with a regular diploma or the student ages out.
Summary of Performance includes:
Academic Performance
Functional Performance
Post-Secondary Goal
Recommendations to assist the students in reaching their post-secondary goal.
Portable Document that goes with the student

25. ODE Recommends
All special education students leave school with a Summary of Performance….
Regular Diploma
Students Aging Out
Modified Diploma
Extended Diploma
Certificate

26. Questions

27. YTP Transition Services (page 37 YTP manual)

28. IDEA Transition Services
Page 38 transition services is to bridge the gap in services between the school and community
and YTP is one way to fulfill that intent (see Figure 2). Some students need additional help and more intensive services in order to meet their postsecondary goals

29. YTP
The intent of transition services is to bridge the gap in services between the school and community

30. Mechanism for developing, providing and collaboration

31. Foundation YTP Activities
Two types of Service
page37
Foundation YTP Activities
Core YTP Activities

32. Foundation(Pre-ETS) YTP Activities
All students with disabilities can participate
Activities include but ate not limited to P.E.T.S.
Do not need to apply for VR services in order to participate.
Does not need to result in an application for VR services.
Help the transition specialist and District recruit and refer appropriate students to Core YTP Activities
Broad set of activities, assistance, and supports provided by the school district in its YTP. These activities include, but are not limited to, pre-employment transition services (Pre ETS.). Additionally, delivery of Foundation YTP activities

33. Core YTP Activities Identification and referral of students
Motivational Interviewing
IPE and IEP development focused on postsecondary employment goals
Instruction vocational and related independent living and social skills
Career development activities and exposure and connection to paid employment
Information and Referral to other sources of vocational assistance, including Work Incentives Planning
Follow-up support for one year after leaving the YTP.
Core YTP Activities are enhanced transition activities, assistance, and supports provided by the school district as part of its YTP to youth who are eligible for VR services.
MI can be used to elicit personal motivation for development and change

34. Steps To An Extended Transition Plan Through YTP
Gather the Information to Develop an IPE.
Review and Summarize All the Information
Prepare Students for the IPE Meeting
Arrange the IPE Meeting.
Meet as a Team to Determine the YTP Services to be Provided in the IPE.
Coordinate and Align the IEP and the IPE

35. Gather the Information Needed to Develop an IPE.
Access from other sources within the school
Data is the the common thread in the transition process.
Data may be gathered from a variety of sources including;
student
Family
school staff
The VRC will need a variety of information and data in order to develop an IPE.
In most cases, it is likely that the transition specialist will have the information readily available AATS, File review, IEP, PLAAFF, PINS,
PSG, SOP

36. Review and Summarize All the Information
What do you know about the student?
What more do you need to know?

37. Prepare Students for the IPE Meeting
Invite Student to a pre meeting
Clarify information gathered
Discuss the purpose of the meeting
What will be discussed
Student participation in the meeting
Expected Outcomes

38. Arrange the IPE Meeting.
Set a date
Invite key players
Provide a written Notice
If student is 18, we can still include family members with student consent

39. Meet as a Team to Determine the YTP Services
Introductions
Review IEP transition components
Review information gathered
Get input from family
Develop YTP services

40. Coordinate and Align IEP to IPE
Include special education teacher
Reflect on results of the meeting
Revise PLAAFP to include functional limitations
Check that post-secondary employment goal identical to the goal in the IPE
Revise Annual goals.
Include copy of IPE with IEP paperwork

41. Pg 43

42. Essential Features of YTP Transition Planning
1. FAMILY INVOLVEMENT:
Student and family preferences and interests are documented and incorporated into the YTP
2. STUDENT SKILLS:
The current skill levels of YTP students are documented into the transition planning process
3. COLLABORATIVE PLANNING:
The transition plans are developed in collaboration with key players from appropriate school and adult service agencies, and coordinated with the student’s IPE developed by VR counselor
4. POSTSECONDARY GOALS:
General transition planning incorporates all relevant areas of transition, including, education, training, employment, and, when appropriate, independent living goals
5. SYSTEMS CHANGE:
YTP procedures provide a model for using student input to drive a seamless movement from high school to adult life through collaborative planning and coordinating delivery.

43. Mock Sheltered Workshops

44. The proposed settlement agreement is intended to resolve the class action lawsuit “Lane v. Brown” filed on Jan. 25, 2012.

45. Expectations of Education
1. VR, ODDS and ODE will encourage and assist school districts to continue and expand evidence-based transition practices. 2. VR, ODDS and ODE will develop a professional development plan for transition services that includes technical assistance.
Afternoon break out sessions will be around evidence based practices
OSTC,BEST,PD requests such as today
Agency engagement at earlier age, asking about this on exit

46. Expectations of Education
3. ODE will require transition process to include opportunities to experience supported employment services in integrated settings. 4. ODE will collect data from Exit and follow-up interviews 5. ODE will prohibit mock sheltered workshop activities in school curriculum and transition programs.
Afternoon break out sessions will be around evidence based practices
OSTC,BEST,PD requests such as today
Agency engagement at earlier age, asking about this on exit

47. What does this mean for adult service agencies?
1. Aligned funding opportunities for more successful transition from school to employment 2. Expanded services for vocational exploration

48. What does this mean for adult service agencies?
3. Career Development Plan to discuss employment goals as a team 4.Training opportunities to gain knowledge around education process

49. Mock Sheltered Workshops ODE Guidance
What are MSW activities?
How this requirement impacts planning for appropriate vocational instructional activities
How to avoid MSW activities

50. The Settlement Agreement defines MSW activities as:
"Mock sheltered workshop activities" are prevocational training activities (for example, folding, sorting, shredding, packaging, and labeling activities) that are:
Conducted during the school day;
Performed only by students with disabilities;

51. The Settlement Agreement defines MSW activities as:
Closely resemble the vocational work tasks performed by adults with I/DD in Sheltered Workshops, including by being activities:
designed to fulfill the demands of a contractor, business, charitable organization, school or school district, retail store, or other entity; and
performed by individuals without compensation or in exchange for subminimum wages; and
Not part of an instructional sequence, such as teaching generalization of skills. Instructional sequence does not include instruction that consists solely of the activities described in all of (a), (b), and (c) above.  (Section II.6).

52. Become familiar with definition and language of MSW
Appropriate pre-vocational activities/transition services must be included in a student’s program as a part of a
vocational instructional sequence instructional sequence
Must be aligned to a student’s measurable post-secondary goals that are based upon the student’s preferences, interests, needs and strengths (PINS).
Appropriate and measurable post-secondary goals for students with disabilities, including intellectual and developmental disabilities, are competitive, integrated employment opportunities
It is important to become familiar with the definition, language and scenarios of MSWs in order to help make determinations about appropriate activities in your district.

53. What Is An ‘Instructional Sequence’?
An instructional sequence is the effective ordering of content in such a way as to help the student learn a skill. It is the task analysis of a skill, whereby the task is broken down into its component parts for the purpose of systematic instruction.

54. What Is An ‘Instructional Sequence’?
A vocational instructional sequence should be related to the student’s post-secondary goal of integrated employment.
The vocational instructional sequence should also be tied to the student’s transition services focusing on interests and needs.

55. What Is An ‘Instructional Sequence’?
Periodic reviews of student progress should be conducted so that a student does not continue with a vocational instructional sequence after the skill has been mastered and generalized.
When skills are achieved, the student, parent and IEP team should identify and implement new vocational goals that support successful work experiences.

56. Examples of Mock Sheltered Workshop Activities
A sheltered workshop contracts with a school district to provide labeling of packages at a district high school. The school district arranges for students with intellectual disabilities to do the labelling work – nondisabled students are not involved.  The school sees some benefits for students with disabilities, but the labeling is not part of an instructional sequence.  The students are paid a subminimum wage.   
2. A school district program operates its own coffee cart. The only students working with the cart are students with disabilities, though peers without disabilities may sometimes assist in mentoring. The program benefits from the proceeds of the coffee cart to support its continued availability.  Students learn how to make coffee drinks, serve patrons and order needed materials. They also gain some good work habits, but this is not part of an instructional sequence related to individual student’s IEP goals or transition program.
3. Students with intellectual disabilities are assigned by a school to help shred papers. Some staffs believe the tasks will benefit the students, but the tasks are not part of an instructional sequence.  Students without disabilities do not participate in this activity, which is unpaid and meets a need of the school.

57. Each of these pre-vocational/transition activities are MSW because the school activity:
1) is conducted during the school day
2) is performed only by students with disabilities
3) is similar to work tasks performed in sheltered workshops and designed to fulfill the demands of a business or school without compensation; and
4) is not part of an instructional sequence, such as teaching generalization of skills.

58. Examples of Appropriate Pre-vocational Activities/Transition Services
That are NOT Mock Sheltered Workshop Activities
1. A high school is engaged in a fundraiser to support its students and programs.  A special education classroom at the school consists of students with intellectual disabilities. Students with and without disabilities stuff envelopes together with letters to parents asking them to help with the fundraiser.  Students in the special education classroom participate. 

59. Appropriate Prevocational Activities/ Transition Services
A high school is engaged in a fundraiser to support its students and programs.  A special education classroom at the school consists of students with intellectual disabilities. Students with and without disabilities stuff envelopes together with letters to parents asking them to help with the fundraiser.  Students in the special education classroom participate. 
This is not a mock sheltered workshop activity, because the activity is not performed only by students with disabilities.

60. Recycling
A school has a voluntary recycling program, in which students are asked to help out by sorting cans and bottles. Proceeds from the program help pay for school activities.  The IEPs for some students with intellectual disabilities provide that students should spend a limited time in sorting activities, including the sorting of recycling materials, as part of an instructional sequence related to the student’s measurable post-secondary goals, to be followed as appropriate by other instructional activities in the sequence.
Students with and without disabilities participate together in the program during the school day. Students are not paid for this activity.
This is not a mock sheltered workshop activity, because the work is part of a vocational instructional sequence for students, related to their post-secondary goals, including teaching generalization of skills. In addition, both students with and without disabilities work in the recycling program.    

61. These activities ARE NOT considered a MSW activity because the school activity:
1) is not performed only by students with disabilities
2) is not similar to activities performed by adults with I/DD in a sheltered workshop solely designed to fulfill the needs of a business or school
3) pays students at minimum wage, or
4) is part of a vocational instructional sequence, such as teaching generalization of skills.

62. Other Considerations Related to Expectations and Student Progress
Students with intellectual disabilities can achieve competitive, integrated employment,
Oregon public schools will prepare these students to successfully transition to integrated work opportunities.
The IEP development for each student should be individualized to address unique post-secondary goals based on needs, interests and areas of strength, through age-appropriate transition assessments.

63. Other Considerations Related to Expectations and Student Progress
The instructional sequence should include periodic progress reports so that early achievement of skills can be recognized
new goals developed, as the student gains proficiency.
Continuation of the same IEP goals from year to year, without review and revision, is not best practice;
IEP goal development should challenge the student to gain additional skills and experiences leading to the post-secondary outcome of competitive, integrated employment.

64. Flowchart & Assessment Tool
Included as handouts

65. Supporting Document
MSW School-Based Business/Work Activity Self-Assessment Form
This form is designed to be used as a self-assessment tool for districts and schools to gather information related to the operation of a school-based business or other work activity, and to assist in determining whether the business or activity meets the criteria for a Mock Sheltered Workshop (MSW) activity.  
Included as a handout