1. Purpose of Individuals Disabilities Education Act I.D.E.A. To ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living

2. Transition Services Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually

3. Defining Transition Services A coordinated set of activities for a child with a disability A results oriented process Focused on improving the academic and functional achievement Facilitate the child’s movement from school to post- school activities, Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests(PINS).

4. Transition Services Include Instruction Related services Community experiences The development employment and post-school adult living objectives If appropriate daily living skills Provision of a functional vocational evaluation.

5. Eight Key Provisions for Transition Planning 1. Invite the student 2. Age appropriate transition assessment 3. Preferences, Interests Needs, Strengths (PINS) 4. Measurable Post Secondary Goals 5. Transition Services 6. Course of Study 7. Measureable Objectives 8. Coordinate Services with Adult agencies

6. Invite the Student Beginning at age 16, the School District must be invite a student with a disability to attend the student’s transition IEP Team meeting

7. Defining Transition Assessment The ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal social environments

8. Age Appropriate Transition Assessments Can be formal or informal – Interest inventories, Surveys, Interviews – American College Testing Assessment called ACT, Armed Services Vocational Aptitude Battery(ASVAB) Should hit four target areas – Academics – Self-determination – Vocational Interest and Exploration – Adaptive Behavior/Independent Living

9. Links to find Assessments Secondary Transition for Students with disabilities http://www.ode.state.or.us/search/results/?id=266 http://www.ode.state.or.us/search/results/?id=266 Transition Community Network http://tcntransition.org/ Transition Together Reference books from ODE http:/www.ode.state.or.us/search/page/?id=3072 Resource Disk from Educator Institute (soon to be posted on) www.ytporegon.org/

10. Transition Technical Assistance Network

11. Transition Network Facilitators TNF’s by Region & Counties Region 1 Clatsop, Columbia, Multnomah, Washington Lizzie Juaniza, Robbie Spencer, Multnomah ESD ejuaniza@mesd.k12.or.us rspencer@mesd.k12.or.us Region 2 Marion, Polk, Tillamook, Yamhill Eivind-Erik Sorensen, Willamette ESD eivind.sorensen@wesd.org Region 3 Benton, Lane, Lincoln, Linn Vikki Mahaffy, Linn-Benton-Lincoln ESD vikki.mahaffy@lblesd.k12.or.us Region 4 Coos, Curry, Douglas TBA, Douglas ESD ---.---@douglasesd.k12.or.us Region 5 Jackson, Josephine, Klamath Cindy Cameron, Southern Oregon ESD Cindy_cameron@soesd.k12.or.us Region 6 Clackamas, Gilliam, Hood River, Sherman, Wasco Kriss Rita, Clackamas ESD krita@clackesd.k12.or.us Region 7 Crook, Deschutes, Jefferson, Wheeler, Lake Margie Blackmore, High Desert ESD marguerite.blackmore@hdesd.org Region 8 Baker, Grant, Harney, Malheur, Morrow, Umatilla, Union, Wallowa Lon Thornburg, Intermountain ESD lon.thornburg@imesd.k12.or.us

12. Preference Interests Needs Strengths (PINS) Out of the Age Appropriate Transition Assessments you will get the student’s Preferences, Interests, Needs, and Strengths Serves as the common thread throughout the IEP

13. Post-Secondary Goals Should come directly from the transition assessments Must always consider education AND training AND employment May also include Independent Living goal If Identified as a Need in the Present Levels of Performance

14. Examples of Post-Secondary Goals After high school Juan will work full-time at Whole Foods. After graduating from high school David will attend Chemeketa Community College part time to study Emergency Medical Technology. After high school, Dawn will live in an apartment with roommates.

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

16. Transition Services Include postsecondary education, vocational education, integrated employment including supported employment, continuing and adult education, adult services, independent living and/or community participation. Transition services are the experiences, supports, and instruction beyond academic courses

17. Examples of Transition Services Post Secondary Goals Education After high school, Jim will enroll in 4- year college/ university to study biology. Employment After high school, Darius will work half-time at a computer repair shop. Independent Living After high school, Angela will live with roommates in an apartment. Transition Services Jim will contact the Disabilities Resource Office at three colleges of offer students with disabilities and how to access these services Darius will complete two different job shadows related to his interest in working on computers. Angela will learn to take public transportation to and from her home and place of employment and the community college.

18. Course of Study Multi-year description of coursework AND activities from the student’s current year to anticipated exit year Must align with Postsecondary Goals NOT the coursework required to attain a specific diploma

19. Invite Participating Agencies The school district must invite a representative of any other agency (e.g., vocational rehabilitation, mental health, community college, brokerages) likely to be responsible for providing or paying for transition services. With the consent of the parents or a child who has reached the age of majority If an agency representative does not attend the IEP meeting, the IEP team should document their input.

20. Measurable Annual Goals For each postsecondary goal an annual goal(s) should be included in the IEP that will help the student make progress towards the stated PSG There should be a direct relationship between the annual goals and the present levels of performance Should include academic AND functional

22. Transfer of Rights at Age of Majority Under IDEA, the right to make educational decisions transfers to the student at the age of majority. In Oregon, transfer of rights occurs at the age of majority – 18 years old, when the student gets married, or becomes legally emancipated, whichever comes first.

23. Summary of Performance I.D.E.A. of 2004 School districts must provide a student with a Summary of Performance when they graduate from school with a regular diploma or the student ages out.

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

25. Questions

26. YTP Transition Services

27. IDEA Transition Services

28. YTP

30. Two types of Service Foundation YTP Activities Core YTP Activities

31. Foundation YTP Activities All students with disabilities can participate Activities include but ate not limited to P.E.T.S. Do not need to apply for VR services in order to participate. Does not need to result in an application for VR services. Help the transition specialist and District recruit and refer appropriate students to Core YTP Activities

32. Core YTP Activities Identification and referral of students Motivational Interviewing IPE and IEP development focused on postsecondary employment goals Instruction vocational and related independent living and social skills Career development activities and exposure and connection to paid employment Information and Referral to other sources of vocational assistance, including Work Incentives Planning Follow-up support for one year after leaving the YTP.

33. Steps To An Extended Transition Plan Through YTP Gather the Information to Develop an IPE. Review and Summarize All the Information Prepare Students for the IPE Meeting Arrange the IPE Meeting. Meet as a Team to Determine the YTP Services to be Provided in the IPE. Coordinate and Align the IEP and the IPE

34. Gather the Information Needed to Develop an IPE. Access from other sources within the school Data is the the common thread in the transition process. Data may be gathered from a variety of sources including; student Family school staff

35. Review and Summarize All the Information What do you know about the student? What more do you need to know?

36. Prepare Students for the IPE Meeting Invite Student to a pre meeting Clarify information gathered Discuss the purpose of the meeting What will be discussed Student participation in the meeting Expected Outcomes

37. Arrange the IPE Meeting. Set a date Invite key players Provide a written Notice

38. Meet as a Team to Determine the YTP Services Introductions Review IEP transition components Review information gathered Get input from family Develop YTP services

39. Coordinate and Align IEP to IPE Include special education teacher Reflect on results of the meeting Revise PLAAFP to include functional limitations Check that post-secondary employment goal identical to the goal in the IPE Revise Annual goals.

41. Essential Features of YTP Transition Planning 1. FAMILY INVOLVEMENT: Student and family preferences and interests are documented and incorporated into the YTP 2. STUDENT SKILLS: The current skill levels of YTP students are documented into the transition planning process 3. COLLABORATIVE PLANNING: The transition plans are developed in collaboration with key players from appropriate school and adult service agencies, and coordinated with the student’s IPE developed by VR counselor 4. POSTSECONDARY GOALS: General transition planning incorporates all relevant areas of transition, including, education, training, employment, and, when appropriate, independent living goals 5. SYSTEMS CHANGE: YTP procedures provide a model for using student input to drive a seamless movement from high school to adult life through collaborative planning and coordinating delivery.