1. Dept. of Special Education
Reauthorization of the Transition Requirements of IDEA 2004: Are We in Jeopardy or Can We Succeed?
Dr. Mary E. Morningstar
University of Kansas
Dept. of Special Education

4. User friendly and interactive information
Making sense of complex information
Applying information
Connecting and networking

5. Online Information, Training & Resources
Materials & publications
Resources
“Mini-modules”
National database of programs
Links
Online Information, Training & Resources

6. Models of Success ● Grassroots Efforts ● Exemplary Transition Programs
Brief overview -
1. Grassroots aspect
2. Disseminated materials to over 400 individuals, agencies, websites
3. Nominations reviewed by jury panel
4. Models: online training, coursework, and resources
5. First jury panel, April, 2003
● Grassroots Efforts
● Exemplary Transition Programs
● Individual Success Stories

7. KU TransCert Courses 4 Transition Masters Courses
Institute for Higher Education Policy; Bb and NEA April 2000
research-based validation of benchmarks that have been published by various groups
study was designed to ascertain the degree to which the benchmarks are actually incorporated into poilcies, procedures and practices as well as importance for benchmarks to faculty and staff
RESULTS
Navigation
Locate the course syllabus, learning objectives, course readings, and assignments. How easy were they to find? Did the flow to different areas feel natural to you? Did you get lost? General likes or dislikes?
Orientation
How is the student oriented to this course and/or distance learning? Scavenger hunt? Intro lesson? Built into CMS? CD?
Communication w/ Instructor
How is the student encouraged to interact with the instructor? How does the instructor make her/himself available? General likes or dislikes?
Learning Outcomes
Are course objectives, concepts, ideas and learning outcomes clearly written and straightforward? Likes or dislikes?
Library
Are students given access to sufficient library resources? A Virtual Library? Are library resources mentioned at all?
Course policies
Are expectations regarding times for student assignment completion clearly communicated and appropriate for adult learners? General likes or dislikes?
Technical Assistance
Do the students have access to technical assistance throughout the course? Are they provided with detailed instructions regarding media that will be used? Is there convenient access to technical support staff? Likes or dislikes?
Instructional Design
- Course operations-How are due dates/grading/feedback to students handled?
- How is core course information presented? Streaming audio lecture, written lecture notes? Book readings? Video lecture? How did this presentation feel for you are the “student”?
- Take a look at the learning activities (projects, assignments, etc). How do they promote higher levels of learning (application, analysis, synthesis, evaluation)?
Discussion
Check out the discussion section (threaded discussion or chat). Are the questions framed in a way that encourages interaction? To what extent is the instructor present in the discussion? Do the students respond to each other? How does the instructor communicate expectations regarding participation in the discussion?
Assessment
How is the student's performance assessed? Projects? Quizzes? Exams? Portfolio? Are grading rubrics included? Is the assessment information clearly communicated to the student? What methods does the instructor use to reduce the risk of cheating or plagiarism?
4 Transition Masters Courses
Transition Across the Lifespan
Vocational Training & Employment
Transition Assessment
Interagency & Community Services
KU TransCert Courses

8. Why
Transition?
Transition
& IEP
Elements of
Transition
Services
Transition
Assessment
Other
Requirements
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9. Why was transition included in IDEA?
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.

10. What happens to students with disabilities after high school?
Post-school outcome research indicates that the current special education curriculum, instruction, and planning are not meeting students' needs. The National Council on Disability (2004) reported that many youth and young adults with disabilities do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.

11. Why interagency collaboration is not present?
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.

12. What happens to students who drop out of school?
This is one of the most serious problems facing special education programs across the country. Almost 1/3 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 32% (National Center for Education Statistics, 2001). Dropouts have fewer options for employment, usually entry level and low-paying positions; are more likely to end up in juvenile justice; and do not go on to postsecondary education and training

13. What are critical elements of transition planning?
Transition to
Adulthood
Transition
Planning &
IEP
Family
Involvement
Student
Curriculum
&
Instruction
Inclusion,
Access &
Accountability
Interagency
Community
Services

14. 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
Age Appropriate Transition Assessments
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

15. “a coordinated set of activities for a student that –
(A) 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.”

16. What is the definition of transition in IDEA?
(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).

17. What are the major requirements for the transition IEP?
At the front of the IEP and drive all IEP goals and objectives
Open-ended narrative in which the student’s needs, strengths, preferences, and interests are expressed
Parent and student input is critical
Focus on postschool outcomes; not available services
When transition planning starts
What happens when a student reaches the age of majority
What must be developed when a student exists school

18. What must be in the IEP beginning no later than the 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)

19. What are measurable postsecondary goals?
A statement that articulates what the student would like to achieve after high school based on student’s strengths, preferences, and interests.
Once postschool outcomes are explicitly stated, IEP team must then plan for goals through…
Transition assessment
Transition services
IEP goals,
Interagency collaboration
…to ensure most likely achievement
Different from annual IEP goals (“measurable annual goals”)
Postschool outcomes must be explicitly stated and then planned for to ensure most likely achievement
Do we need goals in all areas of training, education, employment, & where appropriate independent living?
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

20. Examples (adapted from NSTTAC.org):
Upon completion of high school, John will pursue a general associates degree program at a community college in August of (separate, education or training)
Upon completion from high school, Jason will pursue his undergraduate degree in history and education, to become a high school social studies teacher. (combo: education or training and employment)
Upon completion of high school, Paulo will independently prepare for work each day by dressing, making his bed, making his lunch, and accessing transportation. (separate, independent living)

21. Adapted from: Gilles & Maitrejean (2006)
Training Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, etc.
15 year old example:
Upon completion from high school I/David will be enrolled full-time in an on-the-job training program.
17 year old example:
Upon completion from high school, I/David will be enrolled full-time in a plumbing apprenticeship program.
Ed suggested that these be written in “I” statements – per coordinator preference I kept these so they match the way the IEP goals are written. David’s goal could also be split into two postsecondary goal areas: training and employment.
Adapted from: Gilles & Maitrejean (2006)

22. Adapted from: Gilles & Maitrejean (2006)
Education 4 year college or university, technical college, 2 year college, etc.
15 year old example:
Upon completion of HS, I/Walter will be enrolled full-time at a technical college or university.
17 year old example:
Upon completion of HS, I/Walter will be enrolled full-time in a teacher education program leading to licensure.
Adapted from: Gilles & Maitrejean (2006)

23. Adapted from: Gilles & Maitrejean (2006)
Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc.
15 year old example:
Upon completion of HS, I/Riley will work full-time.
18 year old example:
Upon completion of HS, I/Riley will work full-time for a construction company.
Ana could fit under two postsecondary goal areas: training and employment.
Adapted from: Gilles & Maitrejean (2006)

24. Adapted from: Gilles & Maitrejean (2006)
Independent Living Adult living, daily living, independent living, financial, transportation, etc
14 year old example:
Upon completion of HS, I/Betsey will live in a supported living apartment.
20 year old example for severe disability:
Upon completion of HS, I/Betsey will live in my own apartment.
Adapted from: Gilles & Maitrejean (2006)

25. What are transition assessments?
In order to ensure that goals (postsecondary goals and annual IEP) are appropriate, we need to complete this process in order to have the information we need for effective transition planning
Why?
It’s mandated.
There is an overall lack of systematic transition assessment programs
The IEP team focus is often primarily on academic assessment
Students are often passive participants
Teachers don’t know how to do it
What is the purpose?
Ensure that IEP goals (postsec and annual) are appropriate
We have the information we need for effective transition planning
Address some of the problems
Defining Transition Assessments

26. What is your definition of transition assessment?
Transition assessment should be considered a process of collecting information that is directly relevant to postsecondary goals… Age appropriate transition assessments must systematic and planned and occur over the student’s school career.
Why?
It’s mandated.
There is an overall lack of systematic transition assessment programs
The IEP team focus is often primarily on academic assessment
Students are often passive participants
Teachers don’t know how to do it
What is the purpose?
Ensure that IEP goals (postsec and annual) are appropriate
We have the information we need for effective transition planning
Address some of the problems
Defining Transition Assessments

27. Transition Assessment: Where Do You Start?
Appendix 5 B Sample Questions for Transition Planning & Assessment and commercially available assessments
Transition Assessment: Where Do You Start?
Guiding questions
Do we understand this student’s strengths, preferences, needs interests?
In what ways can we prepare this student for the future?
What do I already know about this student to determine his/her postsecondary goals?
What methods and sources will provide this information?
What role can the student play in participating in the assessment process?
How will the assessment data be collected and used in the transition planning process?
Is the student making progress toward specific postsecondary goals?
Assessment Plan Characteristics:
Customized to specific types of information needed
Appropriate to learning and response characteristics
Use assistive technology & accommodations
Occur in that influence development, planning, & implementation of transition planning
Include multiple ongoing activities to sample behaviors and skills
Must be verified by multiple methods & persons
Results stored in user-friendly way
What to Assess
Aptitudes: Abilities and capabilities, such as mechanical, spatial, numerical and clerical skills.
Temperament: Worker style preferences, such as working with people, things, data, and making decisions.
Learning preferences and styles: Preferences for receiving and processing information, such as auditory, visual, and hands-on methods.
Background information: Factors that influence performance and prognoses, such as special needs.
Functional/Life skills: Personal and independent living skills, such as transportation, financial and housing management, and decision-making skills.
Supports and Accommodation:
Vocational and Occupational Skills: Skills required in actual jobs, such as specific technical, industrial, or other skills.
Worker/Personal Characteristics: Traits, attitudes, values, employability and social skills.
Interests: The student’s occupational and living preferences, including likes and dislikes.
How to Assess
Standardized
Norm-referenced Criterion-referenced
Informal
Analysis of background info. Informal (cont)
Observations & situational assessments Interviews
Alternative assessments Work samples
Person-centered Planning Curriculum-based assessments
Assessing Environments
Guiding Questions
Planning for Assessment
What and How to Assess
Using Data
Integrating Data & IEP
Resources:
Online module (Transition Assessment: The Big Picture & Assessment Resources
pdfs of commercially available assessments & questions to ask (Tools & Resources > Presentations)

28. What are transition services?
These 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.

29. What are courses of study?
“A multi-year description of coursework to achieve a student’s desired postschool goals that are meaningful to the student’s future and motivate the student to complete his or her education”
From: Storms and O’Leary (2000)
“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”

30. Courses of Study: How Specific Do You Have to Be???
Grade 9: Reading, Study Skills, World Geography, Earth Science, Beginning Foods, Applied Math, Theater
Grade 10: Oral and Written Communication, Reading, Applied Math, Intro. To Biology, Geography,
Experience Based Career Education
Grade 11: Algebra, U.S. History, Natural Resources/Forestry, PE, Computer Studies, Photography, Single
Survival, Cooperative Work Experiences
Grade 12: Composition, Government, Technical Carpentry, Natural Resources and Forestry (dual enrollment program), Alternative Cooperative Education
(1) Sam expresses an interest in pursuing post-secondary education upon graduation from high school. He will need to determine entrance requirements for the colleges he is considering and complete the courses required. Sam should enroll in the college preparatory course at the high school to receive support in the areas of study skills, time management, organizational skills and self-advocacy skills.
(2) Suzie expresses an interest in seeking full-time competitive employment or technical skills upon graduation from high school. She should investigate the program options at the regional vocational-technical school and determine necessary prerequisites. If this is not feasible, Suzie should address how she will begin career exploration, job training and community based work experience as part of her high school program.
From: Colorado Dept. of Ed. Fast Facts (2000)

31. What are the age of majority requirements?
This activity must occur 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

32. Who is responsible for ensuring that transition services are implemented?
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.

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

34. What is a comprehensive re-evaluation?
This process “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.”

35. What is a 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)

36. For a student whose eligibility terminates due to graduation from secondary school or exceeding the age eligibility for a free appropriate education under State law:
(i) a member of the student’s IEP Team … shall provide the student with a written Performance Summary;
(ii) … be based on a historical review of functional assessment and evaluation data as well as an interpretation of the effectiveness of accommodations and supports;
(iii) … specify information and data that documents the student’s disability; provide information on the nature and extent of academic and functional limitations caused by the disability; and provide information on the effectiveness of accommodations, supports and assistive technology previously used to reduce the functional impact of the disability.
(iv) the Performance Summary should include, whenever possible: (a) the most recent evaluations or data that support the narrative above; and (b) student input regarding the functional limitations of her/his disability and use and effectiveness of accommodations and supports.
(MARGO)

37. What is Indicator 13?
Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals.
[20 U. S. C (a)(3)(B)]

38. What is the NSTTAC Indicator 13 Checklist?
Is there a measurable postsecondary goal or goals that covers education or training, employment, and as needed, independent living?
Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)?
Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?
For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited to the IEP meeting?
Is there evidence that the measurable postsecondary goal(s) were based on age-appropriate transition assessment(s)?
Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?
Does the IEP meet the requirements of Indicator 13? (Circle one)
Yes (all Ys or NAs are circled)
No (one or more Ns circled)

39. Indicator 13 Example Adapted from: NSTTAC
2. IEP Goal:
Given information about community college programs, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy by November, 2006.
1. Measurable Postsecondary Goal:
Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of 2009.
3. Transition Services:
Use of guided notes for lessons
Use of Assistive technology such as audio-taped texts for English 12
Instruction related to advocating for needed accommodations
Vocational Rehabilitation referral to determine eligibility for tuition assistance

40. Indicator 13 Example Cont.
4. Evidence of Invitation:
A consent form signed by John’s father, indicating that the LEA may contact the disability services office at Ocean County Community College
An invitation to conference in the file, mailed to an individual in the disability services office of Ocean County Community College
Invitation to conference of Vocational Rehabilitation for eligibility determination in the file with corresponding parental consent
5. Transition Assessment:
Student grades
Results of Self-Determination assessments
Career interest inventories
AT assessment
Student interview
Parent questionnaire
6. Course of Study:
12th grade year: Psychology (semester), English 12 (year), Algebra II (year), Band (year), Phys Ed. (semester), Cooperative Work Experience (semester), Advanced Biology (year), Child Development (semester), Resource Room (year)

41. 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
Age Appropriate Transition Assessments
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