1. 2nd Annual Special Education Symposium
Superintendent’s Conference Day
November 6, 2018
DEPARTMENT OF SPECIAL EDUCATION: COLLABORATION-COHERENCE-COMMITMENT

2. Transition… It’s Not Just About Compliance
Pam Sacchitella – Transition Specialist
Ebonesha Graham – Transition Coach
Michelle Osgood – SESIS
Melissa Pittman – CASE

3. When does transition begin……..
What did you want to be when you were growing up?
Have you ever asked a child what he or she wants to be when he/she grows up?
How old were they when you asked?

4. Where does it go? Activity – 10 minutes
Discuss with the people at your table where is Transition Planning documented in the IEP.
Use the IEP posters displayed to help guide your discussion. Place a pink Post-It in each section your group feels Transition is documented in.
After table discussions, have groups share out.
This begins the minute they step foot in school
-soft skills – able to tell time, follow directions, follow multi-step directions, complete a task, ask for help – these are all life skills they are going to need to be independent and successful
Use pink Post-It tab

5. How do age-appropriate
transition
assessments relate to
transition planning
and IEP development?
Two sided yellow quick reference sheet
What process is currently done in your district?
Is this meeting the regulations?
How could this process be more valuable to all involved?

6. Using the Level 1 Assessment to inform the IEP
Activity:
In your group, discuss and decide which section(s) of the IEP the Level 1 informs. If you decide a component of the Level 1 informs more than one section, you may copy the information onto a post-it.
Place Level 1 strips and Post-Its onto correct section(s) of your IEP posters.
Participants given min
Share out – have each group share one section of the IEP and see if other groups had something different
Guiding Questions:
Did you find this more challenging than you thought?
What new learning or understanding do you have because of it?
What surprised you?
Use 3x3 yellow Post-It

7. Teacher and Parent Input
Take a few minutes and look at the Parent (P) and Teacher (T) Input Forms.
Where might you find the information gathered reflected in the IEP?
Place Post-Its with (P) and (T) onto your poster.
What questions do you have?
Do you have a different view of the purpose, accuracy, and completeness of the Level 1 forms?
Use blue Post-It tab for parent P
Use green Post-It tab for teacher T

8. New this school year….
….moving our Level 1’s to a ‘living document’

9. Indicator #13 measures transition planning and services within the IEP

10. Please refer to yellow sheet in your folder and Midwest RSC Task Indicator 13 Tips sample language packet;
100% compliance required

11. Present Levels of Performance
Under the student’s PLP, the IEP includes a statement of the student’s needs, taking into account the strengths, preferences and interests as they relate to transition from school to post-school activities.

12. Bottom Line…
Documented Evidence of:
Needs and/or challenges relating to transition and impact on post school outcomes
Student strengths, interests and preferences related to transition

13. Example:
Academic Student strengths, preferences, interests: “According to Level One Assessment), (student’s name) states that s/he is interested in becoming a ____________________ upon completion of high school. He/she exhibits strengths in the area of _____________________ that will assist him/her in achieving this goal. In order to be successful, s/he will need to ___________________________”

14. Citation 1:
The IEP includes appropriate measurable postsecondary goals based upon age-appropriate transition assessments relating to training, education, employment, and, where appropriate, independent living skills.

15. Citation 1 Bottom Line… 1a Measurable Post-Secondary Goals are…. 1b 1c
In measurable terms (i.e. “Joe will…”)
Post-secondary (happening after exit from high school)
Reasonable/ appropriate for the student* 1b
Reviewed and/or updated annually 1c
Based upon results of an age-appropriate transition assessment*
*Evidence should be documented in both present levels and MPSGs sections

16. Measurable Post-Secondary Goals
“(Student’s name) will enroll at ABC University in order to study ____________.”
“Upon completion of high school, (student’s name) will enroll in a certification
program in ___________________.”
Education/Training

17. Measurable Post-Secondary Goals
“After college, (student’s name) will be competitively employed as a
_______________.”
“After graduation from high school, (student’s name) will be employed with
support in the area of _____________.”
Employment

18. Measurable Post-Secondary Goals
“(Student’s name) will live in a community/residential setting with significant
support.”
“(Student’s name) will live independently.”
Independent Living Skills (when appropriate)

19. Measurable Post-Secondary Goals
William would like to attend a four year college to study law. He has stated an interest in St. John Fischer College.
William will be employed as a lawyer.
William will live with friends at college.

20. Citation 2:
The IEP includes needed activities (Coordinated Set of Transition Activities) to facilitate the student’s movement from school to post-school including:
Instruction
Related Services
Community Experiences
Development of Employment & Post-Secondary ADL Objectives
And when appropriate…
Acquisition of Daily Living Skills
Functional Vocational Assessment

21. Citation 2 Bottom Line…
Activities align with measurable postsecondary goals
Related services are reflected in programs/ services
At least 1 activity must be identified to support student in reaching their MPSGs

22. Coordinated Set of Transition Activities
Service/Activity Date School District/Agency Responsible
-William will receive skill development in reading comprehension 9/5/18 RCSD, Special Education Teacher,
strategies, including activating background knowledge, General Education Teacher
questioning, analyzing text structure, visualization, and summarizing.
Service/Activity Date School District/agency Responsible
-William will attend counseling to improve his ability to manage 9/5/18 RCSD, Social Worker
his outburst in class and his ability to work through difficult
situations.
Instruction
Related Services

23. Coordinated Set of Transition Activities
Service/Activity Date School District/Agency Responsible
-William will have the opportunity to meet with an ACCES VR 9/5/18 RCSD, Special Education Teacher,
counselor to review post-secondary plans as they relate to Guidance Counselor
his career and plans for college.
Service/Activity Date School District/agency Responsible
-William will have the opportunity to participate in activities 9/5/18 RCSD, Special Education Teacher,
which discuss and identify appropriate employee behaviors Guidance Counselor
and responsibilities necessary for successful employment.
Community Experiences
Development of Employment and Other Post-School Adult Living Objectives

24. Coordinated Set of Transition Activities
Service/Activity Date School District/Agency Responsible
-William will open a bank account and learn management /5/18 Parent
and budgeting skills needed to live independently.
Service/Activity Date School District/agency Responsible
-Considering William’s current level of performance, a /5/18 RCSD
Functional vocational evaluation is not needed at this time.
Acquisition of Daily Living Skills (if applicable)
Functional Vocational Assessment (if applicable)

25. Citation 3:
The IEP includes a statement of the transition services needs of the student that focuses on the student's courses of study.

26. Citation 3 Bottom Line… Course of study identified clearly in the IEP
Course of study will enable student to meet MPSGs
Multi-year description of coursework

27. Needs
Identify skills the student needs to continue to develop as it relates to the disability
Student needs to develop time management skills and appropriate work skills
Needs (compliant)
Student will continue in his high school program.
Needs (non-compliant)

28. Course of Study
Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals
“(Student’s name) should consider courses such as __________________________ to
support needs in the area of ___________________.”
“(Student’s name) will continue to take Regent’s level classes to gain skills necessary
for going to college.”
Course of Study
Course of Study

29. Citation 3 Examples:
Student needs to develop time management skills and appropriate work skills
Needs
Student should consider taking courses in carpentry or construction.
Needs
(courses NOT needs)
Student will continue to take Regent’s level classes to gain skills necessary for going to college.
Course of Study
Student needs to continue to read in order to develop the necessary skills to become a writer
Course of Study
(what are the courses he should take)

30. Citation 4:
The IEP shall list measurable annual goals, including academic and functional goals, consistent with the student's needs and abilities.

31. Citation 4 Bottom Line…
Goals are consistent with the student’s needs and abilities
Annual goals are related to student’s transition services needs (MPSGs)

32. Coordinated Set of Transition Activities
Citation 4 Bottom Line…
NEEDS
MPSG
GOALS
Course of
Study
Coordinated Set of Transition Activities
PLP

33. Citation 5a:
If the purpose of a CSE meeting is to consider the postsecondary goals for the student and the transition services needed to assist the student in reaching those goals, the school district invites the student. If the student does not attend, the district takes steps to ensure that the student's preferences and interests are considered.

34. Citation 5a Bottom Line…
A copy of the student invitation signed by the district and dated prior to the CSE

35. Citation 5b:
To the extent appropriate and with parental consent or consent of a student 18 years of age or older, the school district invites a representative of any participating agency that is likely to be responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so, the district takes steps to involve the other agency in the planning of any transition services.

36. Citation 5b Bottom Line…
Is a participating agency (OPWDD, OMH, ILC, ACCES-VR, etc.) listed as a person responsible to provide for and/ or pay for a transition service listed on the IEP?
If yes, Documented Evidence of:
Parental or student consent to invite agency
Agency invitation to attend the annual review
If no, citation is not applicable

37. Where can I find? Who do I talk to? What do I do if?
Where can I find the Level 1 Forms – Teacher, Parent, and Student?
Who do I talk to regarding a Level 3 Assessment?
What do I do if a student needs to get off the yellow bus and where do I find the form?
Where can I find Career Interest Inventories?
Where can I find information about Project SEARCH and the application?