1. 1 Transition 101 Diane Sobolewski 2004 PA Transition Communities of Practice Conference Pennsylvania Training and Technical Assistance Network Pennsylvania Department of Education

2. 2 Agenda Some history Define transition services Identify guiding questions based on the definition of transition Outline the collaborative process for individual student planning Recognize formal and natural supports in the community Identify state-to-local and local-to-state supports Questions answered throughout presentation

3. 3 1975 Education for Handicapped Act P.L. 94-142 Free Appropriate Public Education Due Process IEPs Least Restrictive Environment

4. 4 Individuals with Disabilities Education Act IDEA 1990 Driven by parents Concede that children given FAPE BUT graduating to WHAT?? Transition mandated Linkages to agencies

5. 5 Individuals with Disabilities Education Act IDEA 1997 Strengthen role of parents Prepare children for employment and independent living Improve educational results for all Respond to the growing needs of a diverse society

6. 6 Transition Legislation IDEA 1990 and 1997 PA Special Education Regulations Rehabilitation Act of 1973 – amended 1992 Carl Perkins Applied Technology Education Act Americans with Disabilities Act 1990 Workforce Investment Act 1998

7. 7 Structure and Process Memorandum of Understanding Comprehensive System of Personnel Development Regional Consultants Intermediate Unit Consultants School District Transition Coordinators Teachers and Support Staff Parents and Students State and Local Transition Councils

8. 8 State Interagency Advisory Committee on Transition (SIACT) Department Of Labor & Industry Department Of Public Welfare Department Of Education Department Of Health

9. 9 Local Transition Councils Office of Vocational Rehabilitation counselors and service providers Mental Health / Mental Retardation supports coordinators, Group Homes, Higher Education, Parents, CareerLink, Transition Coordinators, Special Education teachers, Career-Technical Education, Advocacy groups, Employers, Children-Youth-Families, Human Services, Local Task Force, etc.

10. 10 Definition of Transition Services

11. 11 Transition IDEA ‘97: 300.29 (a) Transition services means a coordinated set of activities for a student with a disability that 1. Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

12. 12 Transition 2. Is based on the individual student’s needs, taking into account the student’s preferences and interests; and 3. Includes -- (i.) Instruction; (ii.) Related Services; (iii.) Community Experiences; (iv.) The development of employment and other post-school adult living objectives; and (v.) If appropriate, acquisition of daily living skills and functional vocational evaluation.

13. 13 Transition (b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education.

14. 14 Transition coordinated set of activities promotes movement from school to post- school activities outcome-oriented process individual student’s needs student’s preferences and interests

15. 15 Guiding Questions

16. 16 Guiding Questions Who is the student? Where does the student want to go? What will the student learn and be able to do? How will the student be supported to achieve his/her goals?

17. 17 Guiding Questions Who is the student? “taking into account the student’s preferences and interests”

18. 18 Assessment Interests – a measure of opinions, attitudes and preferences Preferences – what the student values and likes Aptitudes – a combination of abilities and other characteristics that suggest whether a student might learn or become proficient in a particular area Abilities – natural talents or acquired proficiencies shown by a student

19. 19 Informal Assessments Student Survey/Interview Parent Survey/Interview Observations (Home/School/Community) Teacher Questionnaires Person-Centered Planning Work Samples Situational Assessment Curriculum-Based Assessments Ecological Assessment Functional Behavioral Assessment

20. 20 Formal Assessments Standardized Tests – Scholastic Aptitude Test (SAT), American College Testing Program (ACT) Aptitude Tests – Weschsler Adult Intelligence Scale (WAISIII), The System for Assessment and Group Evaluation ( SAGE), McCarron-Dial Evaluation System, (MDS), Career Ability Placement Survey (CAPS) Interest Tests – Career (California) Occupational Preference System (COPS), Kuder General Interest Survey (KGIS), Strong-Campbell Interest Inventory

21. 21 Assessment Results – –Formal and informal – –Variety of assessments – –Information from student and family members – –Interests, preferences, aptitudes, abilities – –Vocational Technical Education Assessment Results – –Reevaluation: Review of the Student’s IEP Instructional Activities Specially Designed Instruction

22. 22 IEP Team IEP team bases all planning and activities on evaluation results of formal and informal assessments that identify the student’s interests, preferences, aptitudes and abilities. IEP team determines the special considerations and present levels of educational performance of the student.

23. 23 Assessment Results will determine: – –Student’s Course of Study – –Graduation Planning – –Post School Outcomes – –Coordinated Set of Activities – –Specially Designed Instruction – –Related Services

24. 24 Guiding Questions Where does the student want to go? “designed within an outcome-oriented process”

25. 25 Guiding Questions Where does the student want to go? – –The desired post-school outcomes of the student are stated, including Post secondary education/training Employment Community living – –Residential – –Participation – –Recreation/leisure

26. 26 Post-secondary Education/Training 1. None – student expresses no interest or desire 2. Student is undecided at this time 3. Two- or four-year college/university – w/o support 4. Two- or four-year college/university – with support 5. Technical/trade school – w/o support 6. Technical/trade school – with support 7. Military training 8. Adult education classes 9. Special adult classes 10. Other ________________________________

27. 27 Employment 1. Competitive employment – w/o support 2. Competitive employment – with support (long / short term) 3. Sheltered employment 4. Adult training facility (formerly Therapeutic Activity Center) 5. Adult day care 6. Other ____________________________________

28. 28 Residential 1. Live at home with parents or relatives 2. Independent living with no supports 3. Independent living w/ occasional supports 4. Independent living w/ daily supports 5. Supported apartment or community living arrangement 6. Group home – 24-hour supervision and training 7. Group home – skilled nursing care 8. Facility-based – personal care home, nursing home, etc. 9. Other _________________________________

29. 29 Participation 1. Independent -- will access community resources w/o support 2. Family support -- will access community resources w/family supports 3. Agency support -- will access community resources w/agency supports 4. Other _____________________________________

30. 30 Recreation/Leisure 1. Independent – will participate in community programs w/o support 2. Family support – will participate in community programs w/ family supports 3. Special support – will participate in community programs w/ agency or outside supports 4. Special programs – will participate in special program with people with disabilities 5. Other ____________________________________

31. 31 Guiding Questions What will the student learn and be able to do? – activities” –“a coordinated set of activities for a student... that promotes movement from school to post-school activities”

32. 32 Guiding Questions What will the student learn and be able to do? – –Addresses the planned course of study and graduation plan within the context of ensuring access and participation in the general education curriculum to the maximum extent possible.

33. 33 Guiding Questions What will the student learn and be able to do? – –Within this multi-year plan, the IEP team must decide what specific transition activities in which the student will participate each year to achieve the post- school outcomes

34. 34 General Education Curriculum – –School District Outcomes & Standards – –Course of Study – –Graduation Planning – –Options available to all students – –Student Portfolios – –Senior Project – –Workforce Investment Opportunities

35. 35 Examples of Transition Activities Practice self-advocacy skills Participate in community service, in-school work experiences, or job shadowing Participate in apartment program Learn shopping, cooking, housekeeping skills Develop home maintenance abilities Practice pedestrian safety skills Study for driver test Register to vote Sign up for Selective Service Enroll in service organizations Etc.

36. 36 Guiding Questions How will the student be supported to achieve his/her goals? – –“based upon the individual student’s needs”

37. 37 “Collaboration is an unnatural act committed by two non-consenting adults”

38. 38 Collaboration Team Problem Solving Shared Decision Making Commitments (Promises made are promises kept!) Student/Family/School/Community

39. 39 Student-focused Planning & Support Team – –Student – –Parent/Guardian & Family Members – –School Personnel (LEA, Special and Regular Education Teachers, Vo-Tech Representative, Others...) – –Community Members – –Community Agency Representatives – –Employers or Business Community Representatives – –Others

40. 40 Formal Services and Institutions Private Businesses Colleges/Universities Hospitals Local/State Government Libraries Schools Parks Police and Fire Stations Social Service Agencies

41. 41 Agencies Supporting Youth and Adults with Disabilities Private Providers/County/State/Federal Employment Residential Information and Referral Therapeutic Recreation Social

42. 42 Sources of Employment Information and Jobs Local Job Centers Business Chambers and Councils Personnel Offices (Business/Industry) Social Security Offices Neighborhood Youth Corps U.S. Department of Labor Labor Unions Workforce Investment Boards Employment Agencies/Publications

43. 43 Agencies Supporting Youth and Adults with Disabilities Centers for Independent Living Office of Medical Assistance Office of Vocational Rehabilitation Bureau of Blindness & Visual Services (OSP/DPW) Office for the Deaf & Hearing Impaired (L&I/DPW) County Mental Health/Mental Retardation / Child, Youth, and Families / Drug & Alcohol United Cerebral Palsy Association The Arc Mental Health Association Epilepsy Foundation Special Olympics Etc.Etc.

44. 44 Many Others..... Barber/Hair Stylist Computer Skills Plumbing Carpentry Business Skills Nursing Teachers Landscaping Restaurant Operations Child Care Banking Sports Electrical Furniture Repair Ministry Baking Farming Cashier Rehabilitation Construction

45. 45 IEP Team Participants for Transition Planning Required Members student parents/guardians local education agency representative (LEA) regular education teacher special education teacher vocational-technical education representative (if being considered) Other Members SD transition coordinator psychologist guidance counselor instructional support staff job coach (if considered) employer representative community/agency representatives relatives/friends/advocates

46. 46 Transition Planning Map

47. 47 Grade / Age 2003-042004-052005-062006-07 Post-secondary Employment Residential Participation Rec/Leisure Undecided Maybe Hiram Andrews -------------------- Tour Hiram Andrews (date) Career Exploration Job Tryout Summer job Refer to OVR (date) Paid work experience with support 2 day/week Summer job Paid work experience with support 3 days/week Meet w/ OVR Competitive employment with support Chores at home Assess skills in apt Family training Chores at home Re-assess in apt Train in apartment Chores at home Re-assess in apt Train as needed Live at home with eventual CLA Register to vote Selective Service Get bus routes Use public bus w/support Get photo ID Use public transportation w/ less support Participation with family and agency supports Participate w/ current pals in club Target school buddy Aktion Club? Target buddy at work Attend Aktion Club intro meeting Target buddy in neighborhood Join Aktion Club Leisure time w/ help from family and agency

48. 48 The Pennsylvania Community of Practice in Support of Secondary Transition

49. 49 “Coming together is a beginning, staying together is progress, and working together is success.” Henry Ford

50. 50 IDEA Memorandum of Understanding Interagency Team Dept. of Education - Bureau of Special Education – –Bureau of Career & Technical Education Dept. of Labor & Industry – –Office of Vocational Rehabilitation – –Bureau of Workforce Investment Dept. of Public Welfare – –Office of Mental Health & Substance Abuse Services – –Office of Mental Retardation – –Office of Children, Youth & Families – –Office of Medical Assistance Program Dept. of Health – –Bureau of Family Health – –Bureau of Drug & Alcohol Programs

51. 51 IDEA Memorandum of Understanding Interagency Team The Team is continually evolving and building new partnerships, such as: – –Transportation – –Social Security – –Local Government Officials – –Juvenile Justice – –Business/Employers – –Higher Education – –Local Service Providers

52. 52 Families as Equal Partners Recognizing the Critical Role of Families in All Transition Activities. Expanding Partnerships with Families: – –Parent Training & Information Centers (Parent Education Network) – –Agency Family Groups – –Local Family Groups – –Individual Families.

53. 53 Agency Driven Cross Systems Initiatives Shifting from Isolated, Single Agency Activities to: – –Cross Systems Policy Development. – –Implementation of Promising Practices. – –Capacity Building. – –Sharing Resources.

54. 54 PA Dept. of Education Bureau of Special EducationBureau of Special Education –Financial support of collaborative training and technical assistance through the State Improvement Grant. –Mentor-Replication Mini-Grants to Expand Promising Transition Practices for self-determination, post-secondary education and training, community living, career development, employment and cross-agency strategies. –Cross-Systems Training and Networking Opportunities. Bureau of Career & Technical EducationBureau of Career & Technical Education –Cross-Systems Training and Technical Assistance.

55. 55 PA Dept. of Labor & Industry Office of Vocational Rehabilitation – –Creative Funding Strategies to Enhance and Expand Transition to Employment Strategies. – –Forty Local Projects: Outreach-Underserved, Vocational Assessment, Mentoring, Post-Secondary Education and Training, Employment. – –Two Statewide Projects: Capacity Building, Statewide Needs Assessment. – –Cross-Systems Training & Technical Assistance. Bureau of Workforce Investment – –State Youth Council Collaboration. – –Technical Assistance Workgroup Strategies.

56. 56 PA Dept. of Public Welfare Office of Mental Health & Substance Abuse – –Transition Pilot Project Programs. Office of Mental Retardation – –Transition Employment Pilot Coalitions. Office of Children, Youth & Families – –Systems of Care Initiative. – –Policy and Practice Standards.

57. 57 PA Dept. of Health Bureau of Family Health – –Health Transition Survey Special Health Care Needs Consultant. Cross-Systems Development. Special Kids Network – –Community Systems Development. – –Information and referral network.

58. 58 Transition Communities of Practice: Communication Network and Support Structure LOCAL TO STATE TO LOCAL

59. 59 Foundation of State and Local Team Collaboration Seven Essential Factors to Consider for Successful Interagency Collaborations: Commitment Communication Strong Leadership from Key Decision Makers Understanding the Culture of Collaborating Agencies Providing Adequate Resources for Collaboration Minimizing Turf Issues Engaging in Serious Preplanning. Stakeholders' views of factors that impact successful interagency collaboration Exceptional Children; Reston; Winter 2003; Lawrence J Johnson; Debbie Zorn; Brian Kai Yung Tam; Maggie LaMontagne; Susan A Johnson

60. 60 Local Community Transition Team Sixty-three Local Transition Coordinating Councils and Teams in Pennsylvania are Focusing on Projects, Products, and Activities such as: – –Information Sharing – –Assessment – –Career Exploration and Employment – –Post-Secondary Education & Training – –Youth and Young Adult Focused Cross-Agency Planning – –Community Living Programs – –Follow-up Surveys – –Parent Partnerships – –Recognition Programs – –Funding Strategies.

61. 61 Strategies to Sustain the Community Developing mutually defined goals. Redefining roles. Sharing of power and expertise. Welcoming diversity. Supporting professional development over time. Developing a shared language. Providing opportunities for practice/practical knowledge. Focusing on effects of implementation on youth and young adults. Willingness of members to take risks. Building personal relationships. Considering alternative points of view to expand perspectives.

62. 62 For more information, contact Diane Sobolewski dsobolewski@pattan.k12.pa.us 1-800-272-2746, x6854 1-412-826-2336, x6854