1. Transition 101 Jim Martin & Mindy Lingo University of Oklahoma
Zarrow Center

2. Quiz Time

3. Critical Question
What is the purpose of special education as defined by IDEA 2004?

4. 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

5. Agenda

6. Agenda Transition Defined Legally Transition Defined Programmatically
Eight Transition Big Ideas

7. Transition Legally

8. IDEA 2004
Indicator 13

9. 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

10. 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

11. 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

12. 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

13. 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

14. Workforce Innovation and Opportunity Act
WIOA

15. Pre-Employment Transition Services
PETS
Pre-Employment Transition Services

16. 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

17. 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

18. IDEA vs ADA

19. FAPE vs. Anti-Discrimination
FAPE under IDEA: Modify program to accommodate the student
ADA and Higher Ed: Provide accommodations to remove barriers & meet requirements

20. 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)

21. 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.

22. 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.

23. STUDENT Responsibilities
Self-Identify
Provide verifying documentation
Act as independent adults
Contact instructors (in person or online)
Arrange for personal attendants, tutors, etc.)

24. 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

25. Transition Programmatically

26. Will’s Bridges Model

27. Halpern’s 1985 Model

28. 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

29. Eight Transition Big IDEAS

30. Big IDEA #1

31. 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

32. 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

33. 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

34. 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).

35. 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

36. TAGG Constructs Strengths and Limitations Disability Awareness
Student Involvement in the IEP
Persistence
Goal setting and attainment
Interacting with Others
Employment
Support Community
Amber

37. TAGG ASSESSMENT

41. 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

42. Details How Assessments Need to be Developed
Details needed validity evidence to support use of assessment results
Jim

43. 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

44. 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

45. Postsecondary Goal Fluff Scale
Amount of Fluff
Match Not as Important (Fluff OK)
Firm Match
Freshman
Sophomore
Junior
Senior
HIGH SCHOOL YEARS

46. Types of Transition Assessments
Interest Assessments
Employment
Living Arrangements
Educational Choices
Skill Assessments
Vocational
Independent Living
Educational

47. 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

48. Career Clusters Career Tech uses career clusters to sort programs.
Free

51. Career One Stop Skill and Ability Videos
Free

54. Guide to Assessing College Readiness
Landmark College Assessment
Five Domains
Academic Skills
Self-Understanding
Self-Advocacy
Executive Functioning
Motivation and Confidence
Cost: Free

57. Employability/Life Skill Assessment
Free
Self-Help Skills
Work Habits
Task Related
Work Quality
Attitude

60. 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

62. 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)

64. 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

65. 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

67. 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

69. Big IDEA #2

70. 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?

71. Big IDEA #3

72. 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

73. 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

74. Big IDEA #4

75. 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

76. 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

77. Big IDEA #5

78. 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

79. 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

80. Student Engagement in IEP and Transition Planning Process
Big IDEA #6
Student Engagement in IEP and Transition Planning Process

81. 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

82. Who Talked at IEP Meetings?

83. 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

84. Reinforce

85. 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

86. 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

87. 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

88. Big IDEA #7

89. 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

90. Big IDEA #8

91. Paid Employment
Paid Employment While In High School Predicts Employment After Graduation
Work Study
Summer Jobs
Part-Time Job
Community-Based Supported Employment

92. ZC Resources

93. Zarrow Center Website

94. Questions?

95. Contact Information
Jim Martin, Ph.D. Phone: (405) Website: