1. New Site New Staff Orientation
August 14, 2018

2. YTP Fiscal Reports/Contracts
Invoicing/Budgets-
Match Checks & Fiscal Reports- Deadlines
Know your budget
Contracts
RFPG

3. Purpose of 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.
Charlotte

4. General (IDEA) Transition Services (page 3 of YTP manual)
Charlotte overview of this section

5. 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
Charlotte

6. Transition service “a coordinated set of activities for a child with a disability 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:
postsecondary education,
vocational education,
integrated employment (including supported employment),
continuing and adult education,
adult services,
independent living, or community participation; and

7. Transition service “a coordinated set of activities for a child with a disability that (continued) …
(b) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes:
instruction,
related services,
community experiences,
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
(IDEA, 2004; 20 U.S.C. 1401(34))

8. Where students are going
Transition Services
What they need to get there
Where students are going
postsecondary education
vocational education
integrated employment (including supported employment)
continuing/adult education
adult services
independent living, or community participation
instruction
related services
community experiences
employment objectives
adult living objectives,
daily living skills
a functional vocational evaluation

9. 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
Sally Pg 5

10. 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
Sally The IEP Team must actively involve the student . One standard is in the top 5 out of compliance for the state

11. 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
Sally Assessment data serve as the common thread in the transition process

12. 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
Sally

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
Sally

14. Transition Technical Assistance Network
Sally

15. 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

16. 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
Sally

17. 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.
Sally

18. Transition Services
Focus on improving the academic and functional achievement
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
Sally; see Table 1 for examples. ; Part of a long-range plan that coordinates the last years of high school; At least one transition service should be listed in association with each measurable postsecondary goal

19. 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.
Sally

20. 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
Sally
Think of course as a pathway…journey… not always just course in school. It can also be activities.

21. 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.
Sally
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.

22. 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
Sally

23. Sally
Page 12

24. 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.
Sally
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.

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

26. Questions

27. YTP Transition Services (page 37 YTP manual)
Lisa
Page 37

28. IDEA Transition Services
Lisa
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
The intent of transition services is to bridge the gap in services between the school and community
Mechanism for developing, providing and collaboration

29. Two types of Service Foundation YTP Activities(Pre-ETS)
Lisa
page37
Foundation YTP Activities(Pre-ETS)
Core YTP Activities (VR Services)

30. Foundation(Pre-ETS) YTP Activities
All students with disabilities can participate
Activities include but ate not limited to Pre-ETS.
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
Lisa
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

31. Pre-ETS Coordinators Pre-ETS Program Coordinator Pre-ETS Coordinators:
CJ Webb- Contracts and Data
Pre-ETS Coordinators:
Toni DePeel- Portland Metro
Nicole Perdue- Central/Eastern Oregon
CJ Webb- Salem/Eugene/Coast
Lisa

32. WIOA and Pre-Employment Transition Services
Lisa State investment of $ for capacity and program improvement

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 Needed 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
Lisa

35. 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.
Lisa
Include copy of IPE with IEP paperwork

36. Lisa
Pg 43

37. 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.
Lisa