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Transition 101 Jim Martin & Mindy Lingo University of Oklahoma
Zarrow Center
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Quiz Time
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Critical Question What is the purpose of special education as defined by IDEA 2004?
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The Purpose of SPED . . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education, employment, and independent living. Amber
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Agenda
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Agenda Transition Defined Legally Transition Defined Programmatically
Eight Transition Big Ideas
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Transition Legally
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IDEA 2004 Indicator 13
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IDEA 2004 Begin By Age 16 Age States %
Age 16 or younger if appropriate 32 57% Younger than 16 24 43% • Age 15 2 • Age 14 21 • Age 13 1 Total 56
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Purpose Transition Services Promote Movement from School to Post-school Including Postsecondary Education Career-Technical Training Integrated & Supported Employment Adult Services Independent Living Community Participation
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Indicator 13 Explained 20 Indicators Measure Overall IDEA State Compliance I-13 Operationalizes IDEA 2004 Transition Requirements and Regulations I-13 Measures Extent Students’ IEPs Comply with IDEA 2004 Requirements Must Answer “YES” to Each I-13 to Be In Compliance
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Best Practice Comply with Indicator 13 Requirements
Teach and then Provide Opportunities for Students to Become Actively Involved in IEP and Transition Planning Process Complete Battery of Transition Assessments Across Various Domains Identify Strengths, Needs, and Interests Write Postsecondary Goals Further Education, Employment, & Independent Living
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More Best Practice Steps
Write Annual Transition Goals To Improve Identified Needs to Attain Postsecondary Goals Focus on Non-Academic Skills Predictive of Postsecondary Outcomes Create Coordinated Services to Attain Annual Goals Develop Course of Study to Attain Postsecondary goals
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Workforce Innovation and Opportunity Act
WIOA
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Pre-Employment Transition Services
PETS Pre-Employment Transition Services
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More on PETS Rehab must set aside at least 15% of budget for PETS
PETS must be available to all students with disabilities statewide Typically transition-aged (age varies by states) PETS implemented in conjunction with schools
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Required PETS Job Exploration Counseling
Work-Based Learning Experiences Counseling Regarding Post-Secondary Programs Workplace Readiness Including Social and Independent Living Skills Instruction in Self-Advocacy
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IDEA vs ADA
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FAPE vs. Anti-Discrimination
FAPE under IDEA: Modify program to accommodate the student ADA and Higher Ed: Provide accommodations to remove barriers & meet requirements
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High School vs. College IDEA Section 504 and ADA
Schools identify, evaluate, and plan educational interventions Involve parents or guardians Provide non-academic services Modify and accommodate Prepare IEPs Students are responsible for self-identification, providing documentation, and obtaining disability services Deal directly with student (18+ yrs. old); protect student’s right to privacy (FERPA)
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High vs. Postsecondary ED
Unlike high school, postsecondary schools are not required to provide FAPE. Postsecondary schools are required to provide appropriate academic accommodations to ensure it does not discriminate on the basis of disability.
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Do Student Have To Inform?
No. But, to Receive Academic Accommodation Students Must Self- Identify As Having A Disability. Inform School About Disability To Receive Accessible Facilities Disclosure of a disability is always voluntary.
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STUDENT Responsibilities
Self-Identify Provide verifying documentation Act as independent adults Contact instructors (in person or online) Arrange for personal attendants, tutors, etc.)
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Disability Services Varies
Quality and depth of services can vary greatly from school to school Each program must apply services equally for students with disabilities in that school based on identified needs
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Transition Programmatically
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Will’s Bridges Model
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Halpern’s 1985 Model
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Kohler et al.’s (2016) Taxonomy for Transition Programming 2.0
Family Engagement Student-Focused Planning Program Structures Student Development Taxonomy implements the Transition Perspective a BROAD approach to “transition planning” Developed by the field Organizes the many practices we talk about in a way that makes sense to them The model is applied rather than theoretical -- extends Will’s and Halpern’s models We’re using in planning, implementation, and evaluation Interagency Collaboration
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Eight Transition Big IDEAS
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Big IDEA #1
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Using Transition Assessment
IEPs must include postsecondary and annual transition goals based upon age-appropriate transition assessments related to training, education, employment, and independent living (when needed) Amber
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Transition Assessment & The Courts
Prince, Plotner, & Yell (2014) examined district court findings and found . . . Use multiple assessments across transition domains DO not solely use informal assessments At Least One NEEDS To Be A FORMAL ASSESSMENT Maximize student participation in the transition planning process
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Example TA With Ample Validity Evidence
Self-Determination Assessments AIR, ARC, ChoiceMaker Adaptive Behavior Scales Vineland Interest Inventory O-Net, Self-Directed Search Skill Assessment Transition Assessment & Goal Generator
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Case Law Decision Case involved not conducting adequate transition assessments. Decision: Told school to focus on meaningful non-academic goals to prepare students for post-school life. Massachusetts Bureau Of Special Education Appeals And Currently Under Appeal In Federal Court, Dracut Public Schools, BSEA # , 15 MSER 78 (2009).
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Transition Assessment and Goal Generator
An easy-to-use transition assessment based upon behaviors and experiences research has identified as associated with post-school employment and further education TAGG assessment yields priority ranked annual transition goals and an overall strengths and needs profile. $3.00 per use
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TAGG Constructs Strengths and Limitations Disability Awareness
Student Involvement in the IEP Persistence Goal setting and attainment Interacting with Others Employment Support Community Amber
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TAGG ASSESSMENT
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DCDT Transition Standards
Use valid and reliable transition assessments Use assessments on an on-going basis Use assessments to identify student interests, skills, and needs Interpret results for students, families, and other professionals Involve students in the transition planning process
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Details How Assessments Need to be Developed
Details needed validity evidence to support use of assessment results Jim
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Basic Validity and Reliability Assessment Questions
What is the purpose? Who was it designed for? Where did items come from? Does ample evidence exist for Internal reliability Test-retest reliability No or minimal bias by gender, placement, GPA, grade, disability category, SES Predictive validity
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Transition Assessment
Should Address Three Areas Transition assessment should address three areas: employment, education and training, and as necessary independent living. Independent Living (optional) Education and Training Employment
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Postsecondary Goal Fluff Scale
Amount of Fluff Match Not as Important (Fluff OK) Firm Match Freshman Sophomore Junior Senior HIGH SCHOOL YEARS
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Types of Transition Assessments
Interest Assessments Employment Living Arrangements Educational Choices Skill Assessments Vocational Independent Living Educational
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Use Results To . . . Make informed choices and identify needed skills
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
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Career Clusters Career Tech uses career clusters to sort programs.
Free
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Career One Stop Skill and Ability Videos
Free
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Guide to Assessing College Readiness
Landmark College Assessment Five Domains Academic Skills Self-Understanding Self-Advocacy Executive Functioning Motivation and Confidence Cost: Free
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Employability/Life Skill Assessment
Free Self-Help Skills Work Habits Task Related Work Quality Attitude
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Life Skills Inventory 15 domains (money, hygiene, safety, etc)
Four levels: basic, intermediate, advanced, exceptional Must know the person or have family member complete Cost: free
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Enderle-Severson Transition Rating Form
ESTR-J Students with mild disabilities Parent (available in Spanish) and Teacher version Five Transition areas ESTR-III Students with “more” disabilities Parent and Teacher version ESTR-S Students with severe/multiple impairments Parent and Teacher versions Employment, Rec/leisure, home living, community participation, and adult life Estr.net (each costs about $2.00)
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Casey Life Skills Web based and FREE!!!
Spanish, French or English, with numerous supplemental assessments Youth and caregiver formats Automatically scored and sent to you Can obtain class summaries Provides different levels of questions for students across functioning levels
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CLSA Appropriate for all youth ages 14 to 21 regardless of living circumstances (i.e., in foster care, with bio-parents, in group homes or other places). Comprehensive with 113 assessment items categorized within eight areas for skills, knowledge and awareness. Youth can complete one area at a time or finish the whole assessment in approximately minute
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Personal Preference Indicators
Interview format Family members, friends, professionals who know student well Designed for students with significant support needs Likes, dislikes, social indicators, choices Health, body clock, future Cost: free
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Big IDEA #2
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Two Steps to Write Post-Secondary Goals
After graduating from high school and taking into account interests, skills, and need 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?
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Big IDEA #3
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Creating Annual Transition Goals
After Reviewing Identified Needs, 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. Highlight
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Generalizable Behaviors
Not all skills are equal Focus on skills that when learned will generalize to any type of postsecondary goal. Focus on skills we know that when learned will predict better education, employment, and/or independent living outcomes
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Big IDEA #4
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Create Course of Study Considering Postsecondary goals, interests, strengths, and needs, Students need to answer this question: What classes and activities do I need to prepare me to work, learn, and live where I want after leaving school? What extra activities do I need? The answer to this question becomes the course of study. Highlight
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Course of Study List of courses needed to graduate
List of courses to improve skills related to students’ post-secondary goals Optional List of extra curricula activities List of community activities
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Big IDEA #5
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Coordinated Activities
Students need to answer: What do I need to do to attain my annual transition goals? Answer become coordinated services to accompany annual transition goals or post-school linkages to assist students to transition to adult life. Can be implemented by family, peers, community people Taught by Independent Living Center staff Highlight
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Post-School Linkages Individuals or Organizations and Students Need Support Form After Leaving High School Vocational Rehabilitation Counselor Job Coach Disability Resource Support at a Career Technology Center Medical Assistance Providers
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Student Engagement in IEP and Transition Planning Process
Big IDEA #6 Student Engagement in IEP and Transition Planning Process
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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
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Who Talked at IEP Meetings?
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What Percent Did These People Discuss Transition?
Role % of Time Talked Special Ed Teacher General Ed Teacher Administrator Family Members Support Staff Student No Conversation Multiple Conversations
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Reinforce
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Spirit of IDEA Students need to invited to attend IEP meeting at least when transition age or earlier to learn what to do at transition IEP meetings Implies students be taught to know the language, their role, what to do, and are prepared to become actively involved It’s Not Easy
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Instructional Materials
OU Zarrow Center Website Self-Directed IEP Student-Directed Transition Planning Whose Future Is It Anyway? Self-Advocacy Strategy I’m Determined VA Dept. of Ed
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Self-Directed IEP Steps
State Purpose of Meeting Introduce Team Review Past Goals Ask for Feedback State School and Transition Goals Ask Question If Don’t Understand Deal with Differences in Opinion State Support Needs Summarize Goals Close Meeting Work on Goals All Year
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Big IDEA #7
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Teach Other Self-Determination Skills
Me! Lesson to Teach Disability Awareness and Self-Advocacy ChoiceMaker Lesson Packages Student-Directed Transition Planning Lessons SDLMI Whose Future Is It Anyway
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Big IDEA #8
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Paid Employment Paid Employment While In High School Predicts Employment After Graduation Work Study Summer Jobs Part-Time Job Community-Based Supported Employment
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ZC Resources
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Zarrow Center Website
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Questions?
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Contact Information Jim Martin, Ph.D. Phone: (405) Website:
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