1. Transition Planning: Parent’s Perspective to Quality Transition Plans
March 29, 2007
Henrico County Public Schools
Dr. Mary E. Morningstar & Dana Lattin
Examples from session:
University of Kansas
Department of Special Education

3. Correct answer is: FALSE.
Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive postschool adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers.
TRUE
FALSE
Correct answer is: FALSE.
Beginning in the mid-1980’s, the U.S. Department of Education recognized that the first group of students who had been all the way through special education were leaving school and unsuccessful in adult life. Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.

4. Many curricula and programs do not support students with disabilities in developing essential adult-life skills.
TRUE
FALSE
Correct answer is TRUE
Post-school outcome research indicates that the current special education curriculum, instruction, and planning are not meeting students' needs. The National Longitudinal Transition Study-2 has reported that while outcome for many youth with disabilities is improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.

5. Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration.
TRUE
FALSE
Correct answer is TRUE
Limited levels of service coordination and collaboration among schools and community service agencies have created difficulties for students with disabilities in achieving positive post-school results (Johnson, et al., 2002). In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services.

6. Correct answer is FALSE
Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.
TRUE
FALSE
Correct answer is FALSE
Dropping out of school is one of the most serious problems facing special education programs across the country. Almost 1/4 of all youth with disabilities exit the school system by dropping out. Youth with ED have the highest drop out rates (from 21% to 64% - twice the rate of nondisabled students). The drop out rate for students with learning disabilities averages 25% (National Center for Education Statistics, 2001). Reasons include: lack of credits to graduate, no parental support for education, inappropriate social interactions. Dropouts have fewer options for employment and usually end up in entry level, low-paying positions.

7. Focusing on Transition Changes How We Provide Services
Based upon "student needs, taking into account student strengths, preferences and interests“
Focus on the vision for the future
Age-appropriate transition assessment required for transition planning
Students must be actively involved in educational and transition planning
Postecondary ed., living, employment, and full participation in the community
Accountable for programs leading to successful outcomes
IEP reflects what the student is expected to know or be able to do
IEP = transition IEP
All activities & services within the school = course of study
Link with agencies and service providers providing transition services
Work with outside agencies (including inviting to IEP meetings).
Reauthorization of Rehab. Act
Transition is Results-Oriented
Transition is Coordinated
Transition is Student-Centered

8. The IDEA 2004: focus on critical elements of transition:
How we define “transition services”
How we make decisions about transition services based upon appropriate assessments
What is required in a student’s IEP related to transition
How we summarize transition performance when students are graduating or exiting school.

9. IEP Results Process for Transition Services
IEP Results Process for Transition Services (adapted from: O’Leary, 2005)
Step 1: Measurable Postsecondary Goals
Step 3: Needed Transition Services
Step 4: Annual IEP Goals
Step 2: Present Levels of Academic Performance
Education or Training
Employment
Independent Living
a. Course of Study
b. Needed Services:
Instruction
Related Services
Community Experiences
Employment and other post-school adult living objectives
Daily Living skills & Functional Vocational Assessment (when appropriate)
Step 5:
Summary of Performance
Age Appropriate Transition Assessments

10. Definition of Transition Services
“a coordinated set of activities for a student that
is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.”

11. Definition of Transition Services
(B) based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation. (Section 602, (34).
Transition services are highly individualized and what might work for one student may not be appropriate for another. Transition services can be considered to be services and supports needed by a student with disabilities in order to make a successful transition from school to adult life.
Successful transition planning is a lifelong process in which the student, family members, friends, and professionals come together to develop and act upon a plan of action that will lead to a successful adult life.
For this reason, transition planning has become a part of several federal laws. The most encompassing of these laws, the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), focuses on transition as a way to facilitate the student’s movement from school to post-school activities.

12. Beginning no later than the first IEP in effect when the student turns 16 and annually thereafter –
A student's IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The IEP must include those transition services (including courses of study) needed to assist the student in reaching postsecondary goals. (Section 614)

13. What do “measurable postsecondary goals” mean?
Ed O’Leary (2006)
Examples (from NSTTAC):
Upon completion of high school…
I will enroll in the Associates Degree program at Ocean County Community College in August of (separate, education/training)
I will get my undergraduate degree in history and education, to become a high school social studies teacher. (combo: education/training & employment)
Paulo will independently prepare for work each day by dressing, making his bed, making his lunch, and accessing transportation. (separate, independent living)
For younger students….
I’d like to work with animals
I’d like to work with computers
I would like to live in my own apartment with a roommate
Goals stated so that we can measure the extent to which they were achieved & schools role in planning
We are NOT talking about IEP goals (“measurable annual goals”)
We are talking about postschool outcomes explicitly stated and then planned for with: 1. transition assessment, 2. transition services, 3. IEP goals, 4. interagency collaboration to ensure most likely achievement
Education/training & employment are required
How specific??
Use results-oriented terms such as “enrolled in”, “work”, “live independently.”
Use descriptors such as “full time” and “part-time”.
Consider where the student hopes to be approximately one year after high school.
Do we need postsec. Goals in all areas??
A measurable postsecondary goal must be written for at least one of the following areas: employment & education (independent living is as needed.
Training
Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, etc.
Education
4 year college or university, technical college, 2 year college, etc.
Employment
Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc.
Independent Living
Adult living, daily living, independent living, financial, transportation, etc
Examples:
14 yrs. Old: I/David will be enrolled full-time in an on-the-job training program.
17 year old example: I/David will be enrolled full-time in a plumbing apprenticeship program.
12 year old example for severe disability: I/Betsey will live with my parents at home.
20 year old example for severe disability: I/Betsey will live with adult assistance in a group home.
14 year old example:I/Riley will work full-time.
18 year old example: I/Riley will work full-time for a construction company.
14 year old example: I/Walter will be enrolled full-time at a technical college or university.
17 year old example: I/Walter will be enrolled full-time at UW-Eau Claire in the teacher education program.

14. Based on age appropriate transition assessments….
What are age appropriate transition assessments?
What is the purpose of transition assessments?
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, 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 (DCDT Position Statement, Sitlington, 1996)

15. Transition services (including courses of study)
Transition services must be based upon the student’s needs, strengths, preferences and interests and focus on the desired postsecondary goals for the student.
The transition services that must be considered by the IEP team during the planning process include:
instruction,
community experiences,
related services,
the development of employment and other post-school adult living objectives,
and when appropriate, acquisition of daily living skills and functional vocational evaluations.

16. Courses of Study
“multi-year description of coursework to achieve a student’s desired postschool goals”
“meaningful to the student’s future and motivate the student to complete his or her education”
“attention on how the child’s educational program can be planned to help the child make a successful transition to his or her goals for life after secondary school”
(O’Leary, 2005).

17. One year before the student reaches the legal age of majority:
Beginning not later than one year before the student reaches the age of majority under State law… students and parents are to be notified of the specific rights which will transfer to the student once he or she turns 18 & documentation must be found in the IEP.
Documentation of this notification must be included in the IEP at this time.
- Notification of meetings
- Notification and consent for evaluation
- Selection of participants of IEP meetings
- Approval of the contents of the IEP
- Approval regarding change of placement

18. REVISE
Postsecondary Goals
REVISE
Course of Study

19. Transition Services:
Instruction
Community Experiences
Related Services
Employment
Other Adult Living
Daily Living
Functional Vocational Assessment
Activities, Strategies & Assessments
Goals and Objectives
To-do List
Interagency Linkages
Transition Assessments
Responsibilities:
Students
Parents
School Staff
Agencies
Others

20. Age of Majority Requirements
Interagency Linkages:
Activities
Responsibilities
Persons Involved
Date of Completion
Agreement
Age of Majority Requirements

21. Caught in Transition…
OH – Caught in the Transition - Evaluation before change in eligibility
Much has been said about the lack of information students and parents have, at the time of exiting the school system, to help them make the transition from school to adult life.
While IDEA did not require a formal re=evaluation prior to exiting school, New provisions were put into the that strengthen the likelihood that when students leave, they will have current and relevant information about their academic achievement and functional performance including a set of recommendations to help them meet their postsecondary goals.
SUMMARY OF PERFORMANCE
“… a local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.”
IDEA 2004 Sec. 614c (5)
A comprehensive evaluation..
“shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma.”

22. Summary of Performance
For students who are graduating (exiting) high school (either with a regular diploma or due to exceeding the age eligibility for special education), schools are now required to provide the student and his or her family with a summary of academic achievement and functional performance, along with recommendations on how to assist the student to meet postschool goals.
These requirements do not require additional evaluations or reevaluations before the change in eligibility take place.
The IDEA does not specify what this performance summary should look like or what kinds of information need to be included. Schools should be planning creative ways to capture a students transition summary report.

23. Who should participate in transition planning & IEPS?
Family Members
Student
Education personnel
School support staff
Community members
Peers and friends
Administrators
Postsecondary Ed. staff
Community Service Providers

24. Who is Responsible for Transition Outcomes?
In the case where a participating agency, other than the educational agency, fails to provide agreed upon services, the educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objective.

25. Transition Planning Process
Identify Preferences, Interests and Needs
Using Age Appropriate Transition Assessments
Develop a Vision for the Future
Develop Transition IEP
Measurable Postsecondary Goals
Transition Services & Course of Study
Goals, Objectives/Benchmarks
Interagency Linkages

26. Implement IEP Evaluate Results Reconvene the IEP Team
Expand Upon Existing IEP
Reevaluate & Revise Annually
Implement IEP
Instruction • Community Experiences • Related Services • Functional Evaluation • Goals & Objectives • Courses of Study • Interagency Linkages