1. August 11, 2009 New Hampshire Dr. Ed O’Leary August 11, 2009 New Hampshire Dr. Ed O’Leary

4. 1990 – Mandate for Transition Services Statement of needed transition servicesStatement of needed transition services 16 years of age and older16 years of age and older 1997 – Reaffirmed mandate Dropped the age to 14Dropped the age to 14 Added – statement of transition service needsAdded – statement of transition service needs 2004 – Reaffirmed mandate – focus on results Increased age to first IEP to be in effect when 16Increased age to first IEP to be in effect when 16 Measurable Post Secondary GoalsMeasurable Post Secondary Goals Invitation of outside agencies requires consentInvitation of outside agencies requires consent Summary of PerformanceSummary of Performance 1990 – Mandate for Transition Services Statement of needed transition servicesStatement of needed transition services 16 years of age and older16 years of age and older 1997 – Reaffirmed mandate Dropped the age to 14Dropped the age to 14 Added – statement of transition service needsAdded – statement of transition service needs 2004 – Reaffirmed mandate – focus on results Increased age to first IEP to be in effect when 16Increased age to first IEP to be in effect when 16 Measurable Post Secondary GoalsMeasurable Post Secondary Goals Invitation of outside agencies requires consentInvitation of outside agencies requires consent Summary of PerformanceSummary of Performance

5. Over the past 17 years, a number of federal and state efforts to improve access to transition planning and services to improve education, employment and community living outcomes for youth with disabilities have emerged. As a result some improvement has been made including increases in graduation rates, enrollment in postsecondary education and number of youth entering the workforce. While this progress is encouraging, education and employment outcomes continue to lag substantially behind that of their peers without disabilities. NLTS 2, ODEP Over the past 17 years, a number of federal and state efforts to improve access to transition planning and services to improve education, employment and community living outcomes for youth with disabilities have emerged. As a result some improvement has been made including increases in graduation rates, enrollment in postsecondary education and number of youth entering the workforce. While this progress is encouraging, education and employment outcomes continue to lag substantially behind that of their peers without disabilities. NLTS 2, ODEP

6. 88% of the states failed to ensure compliance with the law's secondary transition services provisions. Why?Why? People do not know People do not know “what to do” People do not know People do not know “how to do it”

7. Indicator 13 Indicator 13 Transition Services in Schools Indicator 14 Employment and Postsecondary Outcomes Indicator 13 Indicator 13 Transition Services in Schools Indicator 14 Employment and Postsecondary Outcomes O’Leary, E. 2008

9.  Helps student achieve his/her dreams!  Prevents dropout  Increases graduation rates  Increases enrollment in postsecondary education  Improves employment rates  Helps student achieve his/her dreams!  Prevents dropout  Increases graduation rates  Increases enrollment in postsecondary education  Improves employment rates

10. 1. State Performance Plans – Accountability for Results 2. Graduation requirements 3. Self Advocacy, Self Determination, Self Directed IEP Training 4. Form Driven IEP Meetings and PROCESS 5. Age for transition services 6. Involvement of Outside Agencies in Transition Planning 1. State Performance Plans – Accountability for Results 2. Graduation requirements 3. Self Advocacy, Self Determination, Self Directed IEP Training 4. Form Driven IEP Meetings and PROCESS 5. Age for transition services 6. Involvement of Outside Agencies in Transition Planning

11. Annual report to the public on the performance of each local educational agency according to the targets in the SPP. Annual report to the Secretary on its performance according to the states SPP targets. This report is called the Part B Annual Performance Report (APR).  Outlines 20 Indicators that must be reported annually  Provides Data Sources and Measurement  Delineates Measurable and Rigorous Targets for the Six Years of the Plan  Outlines Improvement Activities  Four indicators deal directly with transition efforts Annual report to the public on the performance of each local educational agency according to the targets in the SPP. Annual report to the Secretary on its performance according to the states SPP targets. This report is called the Part B Annual Performance Report (APR).  Outlines 20 Indicators that must be reported annually  Provides Data Sources and Measurement  Delineates Measurable and Rigorous Targets for the Six Years of the Plan  Outlines Improvement Activities  Four indicators deal directly with transition efforts

12. Indicator 1 – Graduation with a regular diploma. Percent of youth with IEPs graduating from high school with a regular diploma. Indicator 2 – Dropping Out Percent of youth with IEPs dropping out of high school. Indicator 1 – Graduation with a regular diploma. Percent of youth with IEPs graduating from high school with a regular diploma. Indicator 2 – Dropping Out Percent of youth with IEPs dropping out of high school.

13. Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: A. Enrolled in higher education within one year of leaving high school. B. Enrolled in higher education or competitively employed within one year of leaving high school. C. Enrolled higher education or in some other postsecondary education or training; or competitively employed or in some other employment within one year of leaving high school.

14. Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the student’s transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the student’s transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. March 2009 TOPs and Indicator 13 Questions Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the student’s transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the student’s transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. March 2009 TOPs and Indicator 13 Questions

15. 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) related to the student’s transition services needs? Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)? Is (are) the postsecondary goal(s) updated annually? 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) related to the student’s transition services needs? Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)? Is (are) the postsecondary goal(s) updated annually?

16. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment? Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment? Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? Is there evidence that the student was invited to their IEP meeting. Is there evidence that the student was invited to their IEP meeting. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment? Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment? Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? Is there evidence that the student was invited to their IEP meeting. Is there evidence that the student was invited to their IEP meeting.

17. Evidence that the student was invited to their IEP meeting. Evidence that the student was invited to their IEP meeting. Is (are) the postsecondary goal(s) updated annually? Is (are) the postsecondary goal(s) updated annually? Not required to report in the FFY 2008 APR (February 2010). Can if want to. Not required to report in the FFY 2008 APR (February 2010). Can if want to. New “Baseline” and improvement activities in FFY 2009 APR (February 2011) New “Baseline” and improvement activities in FFY 2009 APR (February 2011) 2009/20010 – should gather data for new baseline for FFY 2009 APR - (February 2011) 2009/20010 – should gather data for new baseline for FFY 2009 APR - (February 2011) First “Reporting” - FFY 2010 (2011/2012 School year) February 2012 APR First “Reporting” - FFY 2010 (2011/2012 School year) February 2012 APR pR pR Evidence that the student was invited to their IEP meeting. Evidence that the student was invited to their IEP meeting. Is (are) the postsecondary goal(s) updated annually? Is (are) the postsecondary goal(s) updated annually? Not required to report in the FFY 2008 APR (February 2010). Can if want to. Not required to report in the FFY 2008 APR (February 2010). Can if want to. New “Baseline” and improvement activities in FFY 2009 APR (February 2011) New “Baseline” and improvement activities in FFY 2009 APR (February 2011) 2009/20010 – should gather data for new baseline for FFY 2009 APR - (February 2011) 2009/20010 – should gather data for new baseline for FFY 2009 APR - (February 2011) First “Reporting” - FFY 2010 (2011/2012 School year) February 2012 APR First “Reporting” - FFY 2010 (2011/2012 School year) February 2012 APR pR pR

18. I-13 Criteria (NSTTAC/TOPs)2006/2007 FFY 2006 N=1412007/2008 FFY 2007 N=189NH N=41 BaselineBaselineSPP/APR MPG Education/Training 18%46% MPG - Employment 12%46% Annual Goal 73%71% Transition Services 57%58% Transition Assessment 14%28% Course of Study 60%78% Invitation – Outside Agency 79%77% FFY 2006 = 40% OVERALL3%15%56% New Hampshire Status for Indicator 13 TOPs and Cutting Edj System Data New Hampshire Status for Indicator 13 TOPs and Cutting Edj System Data

19. Measurable Post Secondary Goals Transition Assessment Course of Study Transition Services Measurable Post Secondary Goals Transition Assessment Course of Study Transition Services

20. Indicator 13 Indicator 13 Transition Services in Schools Indicator 14 Employment and Postsecondary Outcomes Indicator 13 Indicator 13 Transition Services in Schools Indicator 14 Employment and Postsecondary Outcomes O’Leary, E. 2008

21.  What did I learn?  How will I apply this information in my setting?  What did I learn?  How will I apply this information in my setting?

22.  Lack of self-advocacy training – Youth  Insufficient information about the Transition Process – Parents  Insufficient vocational education and work-related experiences - Researchers  Lack of transportation after high school to work or postsecondary school – Federal, state and local officials  Absence of linkages between school systems and adult service providers - Teachers Federal Actions Can Assist States in Improving Postsecondary Outcomes for Youth GAO Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. Senate August 1, 2003  Lack of self-advocacy training – Youth  Insufficient information about the Transition Process – Parents  Insufficient vocational education and work-related experiences - Researchers  Lack of transportation after high school to work or postsecondary school – Federal, state and local officials  Absence of linkages between school systems and adult service providers - Teachers Federal Actions Can Assist States in Improving Postsecondary Outcomes for Youth GAO Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. Senate August 1, 2003

24. One of the most critical practices to immediately improve the development and delivery of transition services that will impact post school results is to actively engage the student in all discussions and decision making in their IEP

25. Who Talked The Most – The Least

26. Teacher Directed  29.05 minutes Student Self-Directed  33.57 minutes Student directed meetings are not statistically significantly longer than teacher-directed meetings. Teacher Directed  29.05 minutes Student Self-Directed  33.57 minutes Student directed meetings are not statistically significantly longer than teacher-directed meetings. Average Length of Meeting

27.  Beginning with the first IEP to be in effect when the student turns 16 years of age, or younger if determined appropriate, the student must be invited to their IEP meeting.  Parent Notice is NOT an invitation to the student to attend their IEP meeting.  Invitation to attend does not mean equal opportunity for participation or decision making.  Beginning with the first IEP to be in effect when the student turns 16 years of age, or younger if determined appropriate, the student must be invited to their IEP meeting.  Parent Notice is NOT an invitation to the student to attend their IEP meeting.  Invitation to attend does not mean equal opportunity for participation or decision making.

28. Forms/Computer Programs and Past Practices are Driving the IEP Meeting and Planning Process

29. Drive the meeting process and agenda Not prompting IEP teams to do what is required Use antiquated terms and language  Statements of…  Post School Vision/Outcomes Missing basic transition requirements  Measurable Post Secondary Goals  Age appropriate transition assessment  Transition Services  Course of Study  Coordinated set of Activities Drive the meeting process and agenda Not prompting IEP teams to do what is required Use antiquated terms and language  Statements of…  Post School Vision/Outcomes Missing basic transition requirements  Measurable Post Secondary Goals  Age appropriate transition assessment  Transition Services  Course of Study  Coordinated set of Activities

30. Sometimes the hardest thing to see is the most Who Moved My Cheese Spencer Johnson Who Moved My Cheese Spencer Johnson

31. Home Improvement

32. Understanding The Language Understanding

33. Broad definition:  Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world. Broad definition:  Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world.

36. IEP Process of the Past IEP Process of the Present/Future Present Level of Performance Annual Goals Short Term Objectives Postsecondary Goals (Vision) (Vision) Present Level of Educational Performance Statement of Transition Service Needs (education plan) Statement of Needed Transition Services (long range plan for adult life) Annual Goals Short Term Objectives/ Benchmarks Benchmarks O’Leary, E., 1998 © Copyright

37. What Is Realistic?

38. 88% of the states failed to ensure compliance with the law's secondary transition services provisions. Why?Why? People do not know People do not know “what to do” People do not know People do not know “how to do it”

40. Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate O’Leary, E., 2005 © Copyright

41. ThePurposeThePurpose

42. Purpose:  A free appropriate public education... designed to meet their unique needs and prepare students for further education, employment and independent living. Purpose: Shift in emphasis to:  Results oriented approach.  Focus on improved results. Shift in emphasis to:  Results oriented approach.  Focus on improved results.

43. ThePhilosophicalFoundationThePhilosophicalFoundation

44.  Living independently  Enjoying self-determination  Making choices  Pursuing meaningful careers  Enjoying full inclusion and integration in the economic, political, social, cultural, and economic mainstream of American society.  Living independently  Enjoying self-determination  Making choices  Pursuing meaningful careers  Enjoying full inclusion and integration in the economic, political, social, cultural, and economic mainstream of American society. Congress finds that: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Congress finds that: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. This includes such things as:

46.  What did I learn?  How will I apply this information in my setting?  What did I learn?  How will I apply this information in my setting?

47. Measurable Annual Goals Educators/Systems Measurable Post secondary Goals Student’s Measurable Annual Goals Educators/Systems Measurable Post secondary Goals Student’s

48.  A statement based on age appropriate transition assessment  Communicates what the student would like to achieve after high school.  Is measurable  An outcome that occurs after the person has exited high school.  A measurable postsecondary goal is NOT an activity, step, wishful intent or the process of pursuing or moving toward the desired outcome.  A statement based on age appropriate transition assessment  Communicates what the student would like to achieve after high school.  Is measurable  An outcome that occurs after the person has exited high school.  A measurable postsecondary goal is NOT an activity, step, wishful intent or the process of pursuing or moving toward the desired outcome.

49. Any student who will turn 16 (14) during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

50. Can the Goal be Counted/Measured? Measurable postsecondary goals are Outcomes that occur after the person has left high school. What a student WILL do (enrolled in, attending, working) I will attend the U of W in the teacher education program. Can count or measure whether the student does or does not “attend” A measurable postsecondary goal is not a Process. It is not what a student “plans” or “hopes to” do. I am planning on attending the U of W in the teacher education program. Cannot measure or count “planning on attending” Can the Goal be Counted/Measured? Measurable postsecondary goals are Outcomes that occur after the person has left high school. What a student WILL do (enrolled in, attending, working) I will attend the U of W in the teacher education program. Can count or measure whether the student does or does not “attend” A measurable postsecondary goal is not a Process. It is not what a student “plans” or “hopes to” do. I am planning on attending the U of W in the teacher education program. Cannot measure or count “planning on attending” NSTTAC 12-06

51.  Use results-oriented terms such as “enrolled in”, “work”, “live independently”  Use descriptors such as “full time” and “part time”  Begin with “After high school…”  Use results-oriented terms such as “enrolled in”, “work”, “live independently”  Use descriptors such as “full time” and “part time”  Begin with “After high school…”

52. Training or Education Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, 4 year college or university, technical college, 2 year college, Vocational Technical School (less than a two year program) etc. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. Independent Living, where appropriate Adult living, daily living, independent living, financial, transportation, etc. Training or Education Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, 4 year college or university, technical college, 2 year college, Vocational Technical School (less than a two year program) etc. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. Independent Living, where appropriate Adult living, daily living, independent living, financial, transportation, etc.

53.  Initially, broad descriptions of the student’s preferences, interests, or vision of what they might like to do in employment, education, training, and independent living.  Each year reassess and refine.  Should be specific and measurable one year out by last year/IEP.  Initially, broad descriptions of the student’s preferences, interests, or vision of what they might like to do in employment, education, training, and independent living.  Each year reassess and refine.  Should be specific and measurable one year out by last year/IEP.

54. YES Education/Training and Employment Can be combined into one all-inclusive goal or two or three separate goals OPTIONAL – (Where appropriate) Independent living YES Education/Training and Employment Can be combined into one all-inclusive goal or two or three separate goals OPTIONAL – (Where appropriate) Independent living

55. ALL IEP Students Measurable Annual IEP Goals A statement of measurable annual goals, including academic and functional goals Beginning not later than the first IEP to be in effect when the child turns 16… Measurable Postsecondary Goals Based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills

56. If the goal is measurable and occurs after the student has left…I am concerned about liability issues when student’s don’t meet the stated goals after school. NSTTAC Response …IDEA 2004 does not require that LEAs are held accountable for the attainment of postsecondary goals. The stated measurable postsecondary goals are required components of transition planning. There are numerous mediating factors that positively or negatively affect an adult's acquisition of goals, for which a school could not be held accountable. The purpose of the legislation and this indicator is that a student's education program support their goals beyond secondary school. NSTTAC Indicator 13 Checklist Frequently Asked Questions and Responses – Question # 14 www.nsttac.org/pdf/i13checklistqa.pdf

57. 1. Training/Education After high school, I/David will get on the job training to become a farmer. 2. Employment After high school, I/David will work full time as a farmer.

58. Training/Education and Employment After high school, I/David will get on the job training while working full time as a farmer. After high school, I/David will get on the job training while working full time as a farmer. Training/Education and Employment After high school, I/David will get on the job training while working full time as a farmer. After high school, I/David will get on the job training while working full time as a farmer.

59. Training/Education After high school, I/Mary will enroll at UW- Eau Claire in the teacher training program. After high school, I/Mary will enroll at UW- Eau Claire in the teacher training program.Employment After high school, I/Mary will work full time as a teacher. After high school, I/Mary will work full time as a teacher.Training/Education After high school, I/Mary will enroll at UW- Eau Claire in the teacher training program. After high school, I/Mary will enroll at UW- Eau Claire in the teacher training program.Employment After high school, I/Mary will work full time as a teacher. After high school, I/Mary will work full time as a teacher.

60. Training/Education and Employment After high school, I/Mary will enroll full time at UW-Eau Claire to prepare me to work full time as a teacher. Training/Education and Employment After high school, I/Mary will enroll full time at UW-Eau Claire to prepare me to work full time as a teacher.

61. Independent Living Independent Living (where appropriate) (where appropriate) After high school, I/Mary will live with a roommate in an apartment. will live with a roommate in an apartment. Independent Living Independent Living (where appropriate) (where appropriate) After high school, I/Mary will live with a roommate in an apartment. will live with a roommate in an apartment.

62. Training/Education After high school, Eric will get on the job training in an area related to dirt bike racing. Employment After high school, Eric will work full time with dirt bikes. Independent Living After high school, Eric will live in an apartment with friends. Training/Education After high school, Eric will get on the job training in an area related to dirt bike racing. Employment After high school, Eric will work full time with dirt bikes. Independent Living After high school, Eric will live in an apartment with friends.

63. Training/Education and Employment After high school, Eric will get on the job training while working full time in an area related to dirt bike racing. After high school, Eric will get on the job training while working full time in an area related to dirt bike racing. Training/Education and Employment After high school, Eric will get on the job training while working full time in an area related to dirt bike racing. After high school, Eric will get on the job training while working full time in an area related to dirt bike racing.

64. Training/Education After high school, Sheila will enroll full time at UW-Eau Claire in the nursing program. After high school, Sheila will enroll full time at UW-Eau Claire in the nursing program.Employment After high school, Sheila will work full time as a nurse. After high school, Sheila will work full time as a nurse.Training/Education After high school, Sheila will enroll full time at UW-Eau Claire in the nursing program. After high school, Sheila will enroll full time at UW-Eau Claire in the nursing program.Employment After high school, Sheila will work full time as a nurse. After high school, Sheila will work full time as a nurse.

65. Training/Education and Employment After high school, Sheila will enroll full time at UW-Eau Claire to prepare herself to work full time as a nurse. After high school, Sheila will enroll full time at UW-Eau Claire to prepare herself to work full time as a nurse. Training/Education and Employment After high school, Sheila will enroll full time at UW-Eau Claire to prepare herself to work full time as a nurse. After high school, Sheila will enroll full time at UW-Eau Claire to prepare herself to work full time as a nurse.

67. 1.Independent Living After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family.After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family. With momWith mom 2. Training/Education After completion of school, I /Lance will attend the XYZ Center and receive training on work behaviors and skills.After completion of school, I /Lance will attend the XYZ Center and receive training on work behaviors and skills. Lance did not respondLance did not respond 3. Employment After completion of school, I/ Lance will be employed in a sheltered environment at the XYZ Center.After completion of school, I/ Lance will be employed in a sheltered environment at the XYZ Center. With momWith mom 1.Independent Living After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family.After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family. With momWith mom 2. Training/Education After completion of school, I /Lance will attend the XYZ Center and receive training on work behaviors and skills.After completion of school, I /Lance will attend the XYZ Center and receive training on work behaviors and skills. Lance did not respondLance did not respond 3. Employment After completion of school, I/ Lance will be employed in a sheltered environment at the XYZ Center.After completion of school, I/ Lance will be employed in a sheltered environment at the XYZ Center. With momWith mom

68. Training/Education, Employment and Independent Living After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills. After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills. Training/Education, Employment and Independent Living After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills. After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills.

69. 1.Independent Living After completion of school, I /William will live with my brother and take part in community social and recreational activities.After completion of school, I /William will live with my brother and take part in community social and recreational activities. With my brotherWith my brother 2. Training/Education After completion of school, I /William will attend ADAPT and receive vocational skills training.After completion of school, I /William will attend ADAPT and receive vocational skills training. “blank”“blank” 3. Employment After completion of school, I will work at ADAPT under their supported employment program.After completion of school, I will work at ADAPT under their supported employment program. Wants to work – cardboard boxes, pop machines, cleaningWants to work – cardboard boxes, pop machines, cleaning 1.Independent Living After completion of school, I /William will live with my brother and take part in community social and recreational activities.After completion of school, I /William will live with my brother and take part in community social and recreational activities. With my brotherWith my brother 2. Training/Education After completion of school, I /William will attend ADAPT and receive vocational skills training.After completion of school, I /William will attend ADAPT and receive vocational skills training. “blank”“blank” 3. Employment After completion of school, I will work at ADAPT under their supported employment program.After completion of school, I will work at ADAPT under their supported employment program. Wants to work – cardboard boxes, pop machines, cleaningWants to work – cardboard boxes, pop machines, cleaning

70. Training/Education, Employment and Independent Living After completion of school, I /William will live with my brother, work at ADAPT and receive vocational skills training. Training/Education, Employment and Independent Living After completion of school, I /William will live with my brother, work at ADAPT and receive vocational skills training.

71. 1.Independent Living After completion of school, I /Wayne will live at home.After completion of school, I /Wayne will live at home. Seems to like living at his house. He smiles when asked about itSeems to like living at his house. He smiles when asked about it 2. Training/Education After completion of school, I/ Wayne will attend ADAPT and receive vocational skills training.After completion of school, I/ Wayne will attend ADAPT and receive vocational skills training. Likes attending DKDC and would like to for a while.Likes attending DKDC and would like to for a while. 3. Employment After completion of school, I will work at ADAPT under their supported employment program.After completion of school, I will work at ADAPT under their supported employment program. Wayne does not want to talk about getting a job.Wayne does not want to talk about getting a job. 1.Independent Living After completion of school, I /Wayne will live at home.After completion of school, I /Wayne will live at home. Seems to like living at his house. He smiles when asked about itSeems to like living at his house. He smiles when asked about it 2. Training/Education After completion of school, I/ Wayne will attend ADAPT and receive vocational skills training.After completion of school, I/ Wayne will attend ADAPT and receive vocational skills training. Likes attending DKDC and would like to for a while.Likes attending DKDC and would like to for a while. 3. Employment After completion of school, I will work at ADAPT under their supported employment program.After completion of school, I will work at ADAPT under their supported employment program. Wayne does not want to talk about getting a job.Wayne does not want to talk about getting a job.

72. Training/Education, Employment and Independent Living After completion of school, I /Wayne will live at home, work at ADAPT and receive vocational skills training. Training/Education, Employment and Independent Living After completion of school, I /Wayne will live at home, work at ADAPT and receive vocational skills training.

74. Bill has significant limitations across all areas of functioning as well as being medically fragile. Training programs will not be appropriate for him. He will require full time nursing care throughout his life and recreational day service programs designed for individuals with such specific needs will probably be most appropriate following high school. Bill has significant limitations across all areas of functioning as well as being medically fragile. Training programs will not be appropriate for him. He will require full time nursing care throughout his life and recreational day service programs designed for individuals with such specific needs will probably be most appropriate following high school.

75.  18 years old.  Receives specially designed instruction with an alternate curriculum in a self-contained setting all day.  Receives related services of OT, PT and nursing  Fed via G-tube  Has tracheotomy and uses a ventilator with oxygen to breathe Strengths  Curious, stays alert and awake throughout the school day, seems to enjoy activity around him.  Enjoys getting verbal and tactile attention from his peers and staff.  Tolerant of position changes on mat table and allows hand-over-hand assistance to participate in activities.  Likes using a switch (with assistance) to activate a variety of devices, including the radio and computer.  18 years old.  Receives specially designed instruction with an alternate curriculum in a self-contained setting all day.  Receives related services of OT, PT and nursing  Fed via G-tube  Has tracheotomy and uses a ventilator with oxygen to breathe Strengths  Curious, stays alert and awake throughout the school day, seems to enjoy activity around him.  Enjoys getting verbal and tactile attention from his peers and staff.  Tolerant of position changes on mat table and allows hand-over-hand assistance to participate in activities.  Likes using a switch (with assistance) to activate a variety of devices, including the radio and computer.

76. Present Levels of Academic Achievement and Functional Abilities  Benefits from sensory stimulating activities and activities to improve his independence and communication.  Uses facial gestures to communicate his pleasure and displeasure with his current state. Offers a smile to show happiness and a blank stare to show his disinterest.  Picture/symbol augmentative communication supports have not been successful. Will use simple one-button communication devices with assistance when offered during class activities.  Uses a manual wheelchair dependently. Requires a 2-person lift or mechanical device for all transfers. Tolerates positioning on mat table.  Limited fine motor skills result in dependency for all care and hand-over-hand assistance for all activities. Present Levels of Academic Achievement and Functional Abilities  Benefits from sensory stimulating activities and activities to improve his independence and communication.  Uses facial gestures to communicate his pleasure and displeasure with his current state. Offers a smile to show happiness and a blank stare to show his disinterest.  Picture/symbol augmentative communication supports have not been successful. Will use simple one-button communication devices with assistance when offered during class activities.  Uses a manual wheelchair dependently. Requires a 2-person lift or mechanical device for all transfers. Tolerates positioning on mat table.  Limited fine motor skills result in dependency for all care and hand-over-hand assistance for all activities.

77. Education/Training  Training programs are not appropriate  After graduation, Bill will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports.  After graduation, Bill will participate in on the job training in using microswitches Education/Training  Training programs are not appropriate  After graduation, Bill will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports.  After graduation, Bill will participate in on the job training in using microswitches

78. Employment  Recreational day service program.  Following graduation Bill will participate in technologically supported self-employment or volunteer work and receive job development services from vocational rehabilitation or a community rehabilitation program within 1 year of graduation. Employment  Recreational day service program.  Following graduation Bill will participate in technologically supported self-employment or volunteer work and receive job development services from vocational rehabilitation or a community rehabilitation program within 1 year of graduation.

79. Independent Living  After graduation Bill will live at home and participate, to the maximum extent possible, in his daily routines (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making, etc.) and environment through the use of technology.  After graduation Bill will participate in community- integrated recreational/leisure activities at the YMCA, going to movies, going to church.  After graduation Bill will effectively utilize an augmentative communication device at home and in the community that allows individuals to communicate with him regarding needs, wants, and desires. Independent Living  After graduation Bill will live at home and participate, to the maximum extent possible, in his daily routines (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making, etc.) and environment through the use of technology.  After graduation Bill will participate in community- integrated recreational/leisure activities at the YMCA, going to movies, going to church.  After graduation Bill will effectively utilize an augmentative communication device at home and in the community that allows individuals to communicate with him regarding needs, wants, and desires.

80.  What did I learn?  How will I apply this information in my setting?  What did I learn?  How will I apply this information in my setting?

81. Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate O’Leary, E., 2005 © Copyright

82. IEP team, must determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-secondary life. Focus on: — Courses of study [all courses and educational experiences] — How the educational program can be planned and relate directly to the student’s goals beyond secondary education — Show how those courses are linked to those goals Promotes the concept that the high school program focuses on post-school results. Help students and family select courses of study that are meaningful and motivate students to complete their education. IEP team, must determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-secondary life. Focus on: — Courses of study [all courses and educational experiences] — How the educational program can be planned and relate directly to the student’s goals beyond secondary education — Show how those courses are linked to those goals Promotes the concept that the high school program focuses on post-school results. Help students and family select courses of study that are meaningful and motivate students to complete their education.

83. If the student and parent are aware of and agree to a change in a course and that change would not have a direct impact on the student achieving his or her desired post-school outcome; or if the student taking the course would not require any accommodations or modifications (which would require goals and objectives); then this change would not be considered a substantive change and would not necessitate another IEP meeting.

84. Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate O’Leary, E., 2005 © Copyright

86. The CSA must show evidence that: 1. Activities are individualized and student specific. 2. Activities lead toward the achievement of the student’s measurable postsecondary goals 3. Activities should show a minimum of 2 years 4. The activities demonstrate coordination between school, family, student and/or outside agency(ies) The CSA must show evidence that: 1. Activities are individualized and student specific. 2. Activities lead toward the achievement of the student’s measurable postsecondary goals 3. Activities should show a minimum of 2 years 4. The activities demonstrate coordination between school, family, student and/or outside agency(ies)

87.  Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school  Should complement the course of study, include steps/activities needed for successful post school transition  If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting.  Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school  Should complement the course of study, include steps/activities needed for successful post school transition  If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting.

88.  Designed within a results-oriented process  Focus on improving the academic and functional achievement of the child  Facilitate movement from school to post-school activities  Based on child's needs, taking into account the child's strengths, preferences, and interests  includes instruction, related services, community experiences…  Designed within a results-oriented process  Focus on improving the academic and functional achievement of the child  Facilitate movement from school to post-school activities  Based on child's needs, taking into account the child's strengths, preferences, and interests  includes instruction, related services, community experiences… Coordinated Set of Activities

89. These activities/strategies can be a formal or informal imparting of knowledge or skills, such as:  Visit college campuses and meet with student support services  Learn about and practice social skills  Apply for and take ACT with accommodations (if appropriate)  Learn about employability skills and schedule a work experience These activities/strategies can be a formal or informal imparting of knowledge or skills, such as:  Visit college campuses and meet with student support services  Learn about and practice social skills  Apply for and take ACT with accommodations (if appropriate)  Learn about employability skills and schedule a work experience

90. 1. Activities/strategies that address related service needs that will continue beyond school. 2. Ensure continuation of needed related service beyond school. 3. Identify potential providers and funding sources. 4. Connect the student and parent to the service, support, program, agency before the student leaves the school system. Examples  Complete applications for county support programs.  Modify vehicle—explore options for modified transportation.  Visit potential post school providers for physical therapy  Receive orientation and mobility training in place of employment. 1. Activities/strategies that address related service needs that will continue beyond school. 2. Ensure continuation of needed related service beyond school. 3. Identify potential providers and funding sources. 4. Connect the student and parent to the service, support, program, agency before the student leaves the school system. Examples  Complete applications for county support programs.  Modify vehicle—explore options for modified transportation.  Visit potential post school providers for physical therapy  Receive orientation and mobility training in place of employment.

91. These activities/strategies that are generally provided outside the school building and should: 1. Prepare the student for participation in community life. 2. Encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, or other opportunities. Examples  Learn about and visit potential places in the community to shop for food, clothes.  Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.).  Identify different living/housing options.  Obtain a state identification card or driver’s license.  Join a community team or organization (church group, bowling league, etc.). These activities/strategies that are generally provided outside the school building and should: 1. Prepare the student for participation in community life. 2. Encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, or other opportunities. Examples  Learn about and visit potential places in the community to shop for food, clothes.  Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.).  Identify different living/housing options.  Obtain a state identification card or driver’s license.  Join a community team or organization (church group, bowling league, etc.).

92. Activities/strategies that focus on development of work- related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. Examples  Practice completing job applications and interviewing skills  Participate in chores at home  Get a part-time job in your area of interest  Meet with a Vocational Rehabilitation counselor to develop an Individualized Plan for Employment (IPE). Activities/strategies that focus on development of work- related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. Examples  Practice completing job applications and interviewing skills  Participate in chores at home  Get a part-time job in your area of interest  Meet with a Vocational Rehabilitation counselor to develop an Individualized Plan for Employment (IPE).

93. Activities/strategies that focus on adult living skills. These are done occasionally, such as:  registering to vote  filing taxes  obtaining a driver’s license  renting or buying a home  accessing medical services  obtaining and filing for insurance  planning for retirement  accessing adult services such as Social Security Activities/strategies that focus on adult living skills. These are done occasionally, such as:  registering to vote  filing taxes  obtaining a driver’s license  renting or buying a home  accessing medical services  obtaining and filing for insurance  planning for retirement  accessing adult services such as Social Security

94. Activities that adults do most every day, such as:  preparing meals  budgeting  maintaining a residence  paying bills  raising a family  caring for clothing and/or personal grooming Activities that adults do most every day, such as:  preparing meals  budgeting  maintaining a residence  paying bills  raising a family  caring for clothing and/or personal grooming

95. Assessment process that provides information about job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. This can include observations, formal or informal measures and should be practical. Examples  Participate in a community-based situational vocational assessment program.  Complete CHOICES or Bridges computer program to determine vocational interests.  Meet with school counselor to affirm vocational interests and align graduation plan to need. Assessment process that provides information about job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. This can include observations, formal or informal measures and should be practical. Examples  Participate in a community-based situational vocational assessment program.  Complete CHOICES or Bridges computer program to determine vocational interests.  Meet with school counselor to affirm vocational interests and align graduation plan to need.

97. Courses of Study LONG RANGE EDUCATION PLAN Coordinated Set of Activities LONG RANGE PLAN FOR POST SCHOOL ADULT LIFE Courses of Study LONG RANGE EDUCATION PLAN Coordinated Set of Activities LONG RANGE PLAN FOR POST SCHOOL ADULT LIFE Coordinated Set of Activities Coordinated Set of STRATEGIES

98. Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate O’Leary, E., 2005 © Copyright

100. NSTTAC – NSTTAC.ORG Products and Resources Transition Assessment Guide  What is transition assessment? What is transition assessment?  Why conduct transition assessments? Why conduct transition assessments?  How do I select instruments? How do I select instruments?  How do I conduct an age appropriate transition assessment? How do I conduct an age appropriate transition assessment?  Sample Instruments Sample Instruments  Informal Assessment Informal Assessment  Formal Assessment Formal Assessment  Informative links to Podcasts and other sources of information about age appropriate transition assessment Informative links to Podcasts and other sources of information about age appropriate transition assessment

101. Self-Determination Assessments  American Institute for Research Self –Determination Assessment  ARC Self-Determination Scale  ChoiceMaker Self-Determination Assessment  Field and Hoffman Self-Determination Assessment Battery http://education.ou.edu/zarrow Self-Determination Assessments  American Institute for Research Self –Determination Assessment  ARC Self-Determination Scale  ChoiceMaker Self-Determination Assessment  Field and Hoffman Self-Determination Assessment Battery http://education.ou.edu/zarrow

102. Adaptive Behavior and Transition Assessments Transition Planning Inventory (TPI) ProEd, Austin TX www.proedinc.comwww.proedinc.com Scales of Independent Behavior Riverside Publishing www.riverpub.comwww.riverpub.com Informal Assessments for Transition Planning ProEd, Austin TX www.proedinc.comwww.proedinc.com Enderle-Severson Transition Rating Scale www.estr.net Casey Life Skills www.caseylifeskills.org Adaptive Behavior and Transition Assessments Transition Planning Inventory (TPI) ProEd, Austin TX www.proedinc.comwww.proedinc.com Scales of Independent Behavior Riverside Publishing www.riverpub.comwww.riverpub.com Informal Assessments for Transition Planning ProEd, Austin TX www.proedinc.comwww.proedinc.com Enderle-Severson Transition Rating Scale www.estr.net Casey Life Skills www.caseylifeskills.org

103. On-Line Individual Interest Inventories My Future www.myfuture.com/toolbox/workinterest.html I Oscar (Occupation and Skill Computer-Assisted Researcher) www.ioscar.org Career Voyages http://www.careervoyages.gov/ Career Clusters www.careerclusters.org On-Line Individual Interest Inventories My Future www.myfuture.com/toolbox/workinterest.html I Oscar (Occupation and Skill Computer-Assisted Researcher) www.ioscar.org Career Voyages http://www.careervoyages.gov/ Career Clusters www.careerclusters.org

104. Occupational Outlook Handbook www.bls.gov/oco/home.htm www.bls.gov/k12/index.htmwww.bls.gov/k12/index.htm (Exploring Careers) Job Videos http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27 Students with Moderate to Severe Disabilities Choose and Take Action – www.sopriswest.com Set of instructional activities designed to teach students with moderate to severe cognitive disabilities self-determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to them about a job. Occupational Outlook Handbook www.bls.gov/oco/home.htm www.bls.gov/k12/index.htmwww.bls.gov/k12/index.htm (Exploring Careers) Job Videos http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27 Students with Moderate to Severe Disabilities Choose and Take Action – www.sopriswest.com Set of instructional activities designed to teach students with moderate to severe cognitive disabilities self-determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to them about a job.