1. TRANSITON 101 & OTI FOUNDATIONS 10 th Annual Oklahoma Transition Institute October 12-14, 2015 Claudia Otto, PhD Disability Services Specialist Oklahoma Department of Career & Technology Education Doris Erhart, BA Leadership & Transition Coordinator Oklahoma Family Network

2. A Few of the Sponsors Oklahoma Disability Law Center, Inc. Dale Rogers Training Center, Inc.

3. Employment in Oklahoma Civilians Age 18-64 years living in the community in 2013 Civilians Age 18-64 years living in the community in 2013 35.8% of people with disabilities are employed 35.8% of people with disabilities are employed 75.2% of people without disabilities are employed 75.2% of people without disabilities are employed http://www.disabilitycompendium.org/comp endium-statistics/employment http://www.disabilitycompendium.org/comp endium-statistics/employment http://www.disabilitycompendium.org/comp endium-statistics/employment http://www.disabilitycompendium.org/comp endium-statistics/employment

4. Median Income in Oklahoma Median earnings, age 16 and over in 2013 Median earnings, age 16 and over in 2013 Median Earnings: $27,524 Median Earnings: $27,524 People with disabilities: $21,935 People with disabilities: $21,935 People without disabilities: $28,435 People without disabilities: $28,435 This is a $6,500 disparity! This is a $6,500 disparity! http://www.disabilitycompendium.org/compendiu m-statistics/earnings/5-1-median-earnings-of- civilians-16-years-and-over-in-the-past-12-months- for-the-u-s- http://www.disabilitycompendium.org/compendiu m-statistics/earnings/5-1-median-earnings-of- civilians-16-years-and-over-in-the-past-12-months- for-the-u-s- http://www.disabilitycompendium.org/compendiu m-statistics/earnings/5-1-median-earnings-of- civilians-16-years-and-over-in-the-past-12-months- for-the-u-s- http://www.disabilitycompendium.org/compendiu m-statistics/earnings/5-1-median-earnings-of- civilians-16-years-and-over-in-the-past-12-months- for-the-u-s-

5. Session Goals Receive an overview of transition education concepts Receive an overview of transition education concepts Receive an overview of transition practices Receive an overview of transition practices Learn about the Oklahoma Transition Institute (OTI) Learn about the Oklahoma Transition Institute (OTI) Learn about transition teams and the role of team members Learn about transition teams and the role of team members

6. Why Learn about Transition? To improve programs, practices, and services for youth with disabilities transitioning to adult lives. To improve programs, practices, and services for youth with disabilities transitioning to adult lives. To spend time considering the needs of your youth, partners in your community, and other resources you can access to make a difference in your local area. To spend time considering the needs of your youth, partners in your community, and other resources you can access to make a difference in your local area.

7. Transition Why does it matter? Local Education Agencies (LEA) are not required by federal law to evaluate a student for the purpose of going to college, vocational training or the workforce. Local Education Agencies (LEA) are not required by federal law to evaluate a student for the purpose of going to college, vocational training or the workforce. Laws are different Laws are different IDEA (K-12) IDEA (K-12) 504 (secondary and postsecondary education) 504 (secondary and postsecondary education) ADA (postsecondary education) ADA (postsecondary education) Self-identification and initiation, necessary by the student, will help enhance student independent success! Self-identification and initiation, necessary by the student, will help enhance student independent success!

8. Transition Education Concepts 10 Question Quiz

9. Question 1 What percent of former students with IEPs receive government benefit payments? What percent of former students with IEPs receive government benefit payments? 10% of former students with IEPs receive government benefit payments. 10% of former students with IEPs receive government benefit payments.

10. Question 2 What percent of students with IEPs dropped out of high school? What percent of students with IEPs dropped out of high school? 28% of high school students dropped out of high school. 28% of high school students dropped out of high school.

11. Question 3 Two years after leaving high school, what percent of students with IEPs were employed? Two years after leaving high school, what percent of students with IEPs were employed? 70% of former students had worked, 70% of former students had worked, but two years after leaving high school only 40% were working compared to 63% of same age peers without high school IEPs. but two years after leaving high school only 40% were working compared to 63% of same age peers without high school IEPs.

12. Question 4 Which domain is the biggest area of concern for former high school students with IEPs? Which domain is the biggest area of concern for former high school students with IEPs? Reading Reading Math Math Social Skills Social Skills Health Care Health Care Social Skills are the most problematic for all categories of youth. Social Skills are the most problematic for all categories of youth. Six in ten have moderate social skill scores. Six in ten have moderate social skill scores.

13. Question 5 What percent attend… What percent attend… Career Tech programs? Career Tech programs? 2-year community or junior colleges? 2-year community or junior colleges? 4-year colleges? 4-year colleges? Approximately… Approximately… 5% attend Career Tech programs 5% attend Career Tech programs 20% attend two-year community/junior colleges 20% attend two-year community/junior colleges 10% two years later 10% two years later 9% attend four-year colleges 9% attend four-year colleges 6% two years later 6% two years later

14. Question 6 What percent of students with IEPs in high school self-identify in postsecondary education? What percent of students with IEPs in high school self-identify in postsecondary education? Approximately 33% of postsecondary students with IEPs in high school self-identify. Approximately 33% of postsecondary students with IEPs in high school self-identify. 52% believe they do not have a disability. 52% believe they do not have a disability. 7% believe they have a disability, but didn’t tell. 7% believe they have a disability, but didn’t tell. 40% identified having a disability, but 12% did not receive services. 40% identified having a disability, but 12% did not receive services.

15. Question 7 Assume 100 students. How many will… Assume 100 students. How many will… Graduate? Graduate? Enroll in higher education? Enroll in higher education? Graduate within five years of beginning? Graduate within five years of beginning? Assuming 100 students… Assuming 100 students… 72 on average, will graduate. 72 on average, will graduate. 22 on average, will enroll in higher education. 22 on average, will enroll in higher education. 4 on average, will graduate within five years of beginning. 4 on average, will graduate within five years of beginning.

16. Question 8 Two years after leaving high school, what percentage of former students with IEPs live with their parents? Two years after leaving high school, what percentage of former students with IEPs live with their parents? 75% of former students with IEPs still live with their parents. 75% of former students with IEPs still live with their parents.

17. Question 9 The rate of former students with IEPs being arrested and on probation is less than, equal to, or greater than their same age peers who did not have IEPs in high school? The rate of former students with IEPs being arrested and on probation is less than, equal to, or greater than their same age peers who did not have IEPs in high school? Equal to! Equal to!

18. Question 10 What skills and experiences predict post high- school success? What skills and experiences predict post high- school success? Predictors of Post-School Success Students having a paid job during high school Students having a paid job during high school Students being actively involved in the IEP and transition planning and implementation process Students being actively involved in the IEP and transition planning and implementation process Students understanding their abilities and impact of disability Students understanding their abilities and impact of disability Students having high self-determination skills Students having high self-determination skills

19. Bonus Question What is the purpose of special education as defined by IDEA 2004? What is the purpose of special education as defined by IDEA 2004? The Purpose of Special Education “…a free appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.”

20. Transition helps assure student post-school success.

21. Overview of the Transition Process

22. Transition Big Idea #1 Students need to answer: Students need to answer: Where do I want to live after leaving high school? Where do I want to live after leaving high school? Where do I want to work after leaving high school? Where do I want to work after leaving high school? Where do I want to learn after leaving high school? Where do I want to learn after leaving high school? Answers to these questions become postsecondary goals on the IEP Answers to these questions become postsecondary goals on the IEP

23. Transition Big Idea #2 Students need to answer: Students need to answer: What skills do I need to learn to live where I want? What skills do I need to learn to live where I want? What skills do I need to learn to work where I want? What skills do I need to learn to work where I want? What skills do I need to go to school where I want? What skills do I need to go to school where I want? Answers to these questions become annual transition goals Answers to these questions become annual transition goals

24. Transition Big Idea #3 Students need to answer: Students need to answer: What supports do I need to live, learn, and work where I want to after leaving high school? What supports do I need to live, learn, and work where I want to after leaving high school? Answers to these questions become coordinated services to accompany annual transition goals Answers to these questions become coordinated services to accompany annual transition goals

25. Transition Big Idea #4 Students need to answer: Students need to answer: What classes do I take in school to be prepared to work? What classes do I take in school to be prepared to work? What classes do I take in school to be prepared to learn? What classes do I take in school to be prepared to learn? What classes do I take in school to be prepared to live where I want after leaving school? What classes do I take in school to be prepared to live where I want after leaving school? Answers to these questions become course of study Answers to these questions become course of study

26. Answer This Question Who do you think typically talks most about transition during IEP meetings?

27. Transition Talk During the IEP Meeting

28. 3-Part Transition Assessment Model Career Interest Assessments and Exploration Career Interest Assessments and Exploration Used to help students select employment post- school goals Used to help students select employment post- school goals Independent Living Assessments Independent Living Assessments Used to help students select independent living post- school and annual goals Used to help students select independent living post- school and annual goals Self-Determination Assessments Self-Determination Assessments Used to help students identify annual transition goals Used to help students identify annual transition goals

29. 4-Part Transition Assessment Model Career Interest Assessments and Exploration Career Interest Assessments and Exploration Used to help students select employment post-school goals Used to help students select employment post-school goals Independent Living Assessments Independent Living Assessments Used to help students select independent living post-school and annual goals Used to help students select independent living post-school and annual goals Self-Determination Assessments Self-Determination Assessments Used to help students identify annual transition goals Used to help students identify annual transition goals Post-Secondary Ed Assessments Post-Secondary Ed Assessments Preparation for postsecondary education checklists Preparation for postsecondary education checklists Academic and preparation match Academic and preparation match

30. OU Zarrow Center for Learning Enrichment Free Transition Resources Free Transition Resources http://www.ou.edu/education/centers-and- partnerships/zarrow.html http://www.ou.edu/education/centers-and- partnerships/zarrow.html http://www.ou.edu/education/centers-and- partnerships/zarrow.html http://www.ou.edu/education/centers-and- partnerships/zarrow.html Self-Determination Assessments Self-Determination Assessments AIR Self-Determination Assessments AIR Self-Determination Assessments ARC Self-Determination Scale ARC Self-Determination Scale Transition Education Materials Transition Education Materials ME! Lessons for teaching Self-Awareness and Self-Advocacy ME! Lessons for teaching Self-Awareness and Self-Advocacy Student-Directed Transition Planning Student-Directed Transition Planning IEP Team Education Module to Increase Student Involvement IEP Team Education Module to Increase Student Involvement Transition Resources for Students with Significant Disabilities Transition Resources for Students with Significant Disabilities

31. Answers to Frequently Asked Questions Written parent consent is required for other agencies to attend meetings. Written parent consent is required for other agencies to attend meetings. Students on IEPs, who graduate or age out, may NOT reenroll in public school for transition services. Students on IEPs, who graduate or age out, may NOT reenroll in public school for transition services. Students who withdraw and obtain a General Educational Development (GED) may reenroll to acquire a diploma. Students who withdraw and obtain a General Educational Development (GED) may reenroll to acquire a diploma.

32. Answers to Frequently Asked Questions LEAs are not required by federal law to evaluate a student for the purpose of going to college. LEAs are not required by federal law to evaluate a student for the purpose of going to college. Get a copy of IEP, SOP, testing information to take with you to postsecondary education. Get a copy of IEP, SOP, testing information to take with you to postsecondary education. Laws are different – IDEA (K-12), ADA/504 (postsecondary education) Laws are different – IDEA (K-12), ADA/504 (postsecondary education) Self-identification and initiation necessary by the student Self-identification and initiation necessary by the student

33. Overview of the Oklahoma Transition Institute (OTI)

34. Transition Council Mission The mission of the Oklahoma Transition Council is to improve transition education, planning, and services that lead to successful post-school outcomes for students with disabilities.

35. Transition Council History 2002 – Representatives for the Department of Education, Department of Rehabilitation Services, CareerTech, Higher Ed, and public schools met to brainstorm about transition improvement for students with disabilities. 2002 – Representatives for the Department of Education, Department of Rehabilitation Services, CareerTech, Higher Ed, and public schools met to brainstorm about transition improvement for students with disabilities. 2003 – Met with New Mexico’s Transition leaders to discuss their transition change efforts 2003 – Met with New Mexico’s Transition leaders to discuss their transition change efforts 2004 – Oklahoma Transition Council formed 2004 – Oklahoma Transition Council formed 2006 – First Oklahoma Transition Institute held 2006 – First Oklahoma Transition Institute held Approximately 35 transition teams developed implementation plans Approximately 35 transition teams developed implementation plans

36. Transition Council Goals Provide transition education to increase professionals’ knowledge and team capacity for building and implementing transition education and providing opportunities for student to attain transition goals. Provide transition education to increase professionals’ knowledge and team capacity for building and implementing transition education and providing opportunities for student to attain transition goals. Organize and hold statewide institutes and regional meetings where local teams develop annual transition implementation plans. Organize and hold statewide institutes and regional meetings where local teams develop annual transition implementation plans. Organize and hold personnel development activities and provide technical assistance to regional transition teams. Organize and hold personnel development activities and provide technical assistance to regional transition teams. Develop family and professional partnerships. Develop family and professional partnerships.

37. Transition Institute Goals Provide transition education to increase knowledge and team capacity for building and implementing transition education and providing opportunities for students to attain transition goals. Provide transition education to increase knowledge and team capacity for building and implementing transition education and providing opportunities for students to attain transition goals. Develop local transition improvement plans for implementation. Develop local transition improvement plans for implementation. Foster transition teams to expand, divide, build, and divide again. Foster transition teams to expand, divide, build, and divide again.

38. Transition Teams and Role of Team Members

39. Oklahoma Transition Teams Consist of teachers, administrators, parents, vocational rehabilitation counselors, and others Consist of teachers, administrators, parents, vocational rehabilitation counselors, and others Collaborate and coordinate their transition education practices Collaborate and coordinate their transition education practices Develop goals appropriate for their schools and communities Develop goals appropriate for their schools and communities Meet on a regular basis to work toward these goals and provide transition education to their members Meet on a regular basis to work toward these goals and provide transition education to their members

40. Transition Teams Purpose To gain transition education knowledge to develop local transition improvement plans To gain transition education knowledge to develop local transition improvement plans To implement a transition plan To implement a transition plan To return with reflective feedback in order to repeat the process with enhancement To return with reflective feedback in order to repeat the process with enhancement To solidify OTI goals -- Teams expand divide, build, and divide again To solidify OTI goals -- Teams expand divide, build, and divide again

41. Current Team Format 35 + teams across the state 35 + teams across the state Arranged at first by CareerTech regions Arranged at first by CareerTech regions for example: Moore-Norman Tech Center region for example: Moore-Norman Tech Center region As teams grow, teams break off into smaller more local groups As teams grow, teams break off into smaller more local groups for example: Moore team and Norman team for example: Moore team and Norman team

42. Team Function Teams meet regularly to implement plan and to gain new knowledge. Teams meet regularly to implement plan and to gain new knowledge. Teams expand to add new educational and community members. Teams expand to add new educational and community members. Team leader and others attend regional meetings to gain new knowledge and review progress on plan implementation. Team leader and others attend regional meetings to gain new knowledge and review progress on plan implementation.

43. Taxonomy for Transition Student-Focused Planning Student-Focused Planning Student Development Student Development Family Involvement Family Involvement Program Structure Program Structure Interagency Collaboration Interagency Collaboration

44. Local Team Plan Tool Transition Team Name or Region: Team Leader & Email: Team Members & Emails: Goal 1: To be implemented by date: Action Step 1: To be accomplished by team member(s): Date to be accomplished: Action Step 2: To be accomplished by team member(s): Date to be accomplished:

45. Local Team Plan Tool Goal 1 continued: Action Step 3: To be accomplished by team member(s): Date to be accomplished: Action Step 4: To be accomplished by team member(s): Date to be accomplished: Action Step 5: To be accomplished by team member(s): Date to be accomplished: Transition Team Name or Region: Team Leader & Email: Team Members & Emails:

46. Functioning of High Performing Teams Meet on a regular basis Meet on a regular basis Develop collaborative undertakings to involve all team members Develop collaborative undertakings to involve all team members Add information content to meetings Add information content to meetings Implement and add to plan Implement and add to plan Bring expanded group to 11 th OTI in fall 2016 Bring expanded group to 11 th OTI in fall 2016

47. Facilitate Team Growth Schedule team in-service opportunities Schedule team in-service opportunities full and half-day workshops full and half-day workshops 60 to 90-minute presentations 60 to 90-minute presentations Enlist a special education director to take an active role and provide direction Enlist a special education director to take an active role and provide direction Use the Zarrow Center as a resource and all it has to offer Use the Zarrow Center as a resource and all it has to offer Attend state-wide transition educational workshops Attend state-wide transition educational workshops

48. Common Career Areas of Interest to Oklahoma Youth Medical Medical Rodeo/Bull Riding Rodeo/Bull Riding Military Military Automotive/Small Engines Automotive/Small Engines Child Care/Teaching Child Care/Teaching Computers Computers Writing Writing Welding/Carpentry Welding/Carpentry

49. Transition Indicators 20 Indicators 20 Indicators 5 indicators relate to transition 5 indicators relate to transition Indicator 1 & 2 – Graduation & Dropout Indicator 1 & 2 – Graduation & Dropout Indicator 12 – Preschool transition Indicator 12 – Preschool transition Indicator 13 & 14 – Post School Outcomes Indicator 13 & 14 – Post School Outcomes

50. Indicator 1 – Graduation Rate Percent of Youth with IEPs graduating from high schools with a regular diploma. Percent of Youth with IEPs graduating from high schools with a regular diploma. Driving Question: Are supports in place to ensure students graduate? Driving Question: Are supports in place to ensure students graduate? OSDE SES Instructions 4-11-2014

51. Indicator 2 – Dropout Prevention Percent of Youth with IEPs dropping out of high school. Percent of Youth with IEPs dropping out of high school. Driving Question: Are supports in place to ensure students graduate? Driving Question: Are supports in place to ensure students graduate? OSDE SES Instructions 4-11-2014

52. Indicator 1 & 2 – Components Components Components Community and Local Educational Agency (LEA) Collaboration Community and Local Educational Agency (LEA) Collaboration Student Achievement Focus Student Achievement Focus Alignment of Instructional Strategies and Assessment Procedures Alignment of Instructional Strategies and Assessment Procedures Community Based Support Structure Community Based Support Structure Dropout Prevention Strategies Dropout Prevention Strategies Staff Understanding of Graduation Requirements Staff Understanding of Graduation Requirements Student Understanding of Graduation Requirements Student Understanding of Graduation Requirements Parents Understanding of Graduation Requirements Parents Understanding of Graduation Requirements OSDE SES Instructions 4-11-2014

53. Indicator 13 – Secondary Transition Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals annually updated and based upon an age appropriate transition assessments, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition service needs. Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals annually updated and based upon an age appropriate transition assessments, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition service needs. Must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, 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. Must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, 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. OSDE SES Instructions 4-11-2014

54. Indicator 14 – Post School Outcomes The post school outcomes are a collection of the percent of youth who are no longer in high school and whom had an IEP in effect at the time they left school, and were: The post school outcomes are a collection of the percent of youth who are no longer in high school and whom had an IEP in effect at the time they left school, and were: Enrolled in higher education with one year of leaving high school. Enrolled in higher education with one year of leaving high school. Enrolled in higher education or competitively employed within one year of leaving high school. Enrolled in higher education or competitively employed within one year of leaving high school. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. Driving Question: Does the specially designed instruction support each student’s Post School Goals? Driving Question: Does the specially designed instruction support each student’s Post School Goals? OSDE SES Instructions 4-11-2014

55. Indicator 13 & 14 – Components Components Components Postsecondary Goals Postsecondary Goals Academic Courses & Programs of Study Academic Courses & Programs of Study Career Readiness Career Readiness College Readiness College Readiness Preparation for Adult Life Preparation for Adult Life Communication among Students, Families, and schools Communication among Students, Families, and schools Community-Based Support Structure Community-Based Support Structure Student Participation in the IEP Meeting Student Participation in the IEP Meeting Student Contact Information Student Contact Information OSDE SES Instructions 4-11-2014

56. Indicator 14 Reasons What else do we know? What else do we know? Students had numerous reasons for not working after high school Students had numerous reasons for not working after high school Health and/or disability – 35% Health and/or disability – 35% Unable to find a job – 24% Unable to find a job – 24% Lack of Transportation – 12% Lack of Transportation – 12% Parents don’t want me to work – 12% Parents don’t want me to work – 12% Don’t know – 12% Don’t know – 12% Other – 12% Other – 12% Lack of necessary employment skills – 6% Lack of necessary employment skills – 6% Don’t want to – 6% Don’t want to – 6% OSDE Post-Secondary Survey 2008

57. Indicator 14 Reasons What else do we know? What else do we know? Students had numerous reasons for not enrolling in postsecondary education: Students had numerous reasons for not enrolling in postsecondary education: Not having enough money Not having enough money Started working Started working Needed to help family Needed to help family Did not have time Did not have time Did not want to Did not want to Decided to take time off Decided to take time off

58. Indicator 14 Education Outcomes Education/Training Received Career or Technical School28.9% Two-Year College18.0% Internship or Apprenticeship9.7% Four-Year College9.2% Other7.5% Job Corps Facility6.3% Military Training1.7% GED Preparation Class0.0%

59. Employment Profile 70.6% -- Competitive Employment 70.6% -- Competitive Employment 20.5% -- Family Member’s Business 20.5% -- Family Member’s Business 19.7% -- Supported Employment 19.7% -- Supported Employment 11.3% -- Volunteer/Internship 11.3% -- Volunteer/Internship 6.8% -- Sheltered Workshop 6.8% -- Sheltered Workshop 1.3% -- Military 1.3% -- Military

60. What does it all mean? Are we doing everything we can to help students identify career choices, set goals, enroll in applicable classes, connecting with service providers, and focus on NOT only high school graduation but life after high school graduation? Are we doing everything we can to help students identify career choices, set goals, enroll in applicable classes, connecting with service providers, and focus on NOT only high school graduation but life after high school graduation?

61. Oklahoma Transition Council Broken Arrow Public Schools Broken Arrow Public Schools Chickasaw Nation Voc. Rehab Chickasaw Nation Voc. Rehab Council of State Administrators of Vocational Rehabilitation Council of State Administrators of Vocational Rehabilitation Dale Rogers Training Center Dale Rogers Training Center Lawton Public Schools Lawton Public Schools Metro Technology Centers Metro Technology Centers Norman Public Schools Norman Public Schools Office of Juvenile Affairs Office of Juvenile Affairs OK ABLE Tech – OSU Seretean Wellness Center OK ABLE Tech – OSU Seretean Wellness Center OK Autism Network OK Autism Network OK Dept. of Career & Technology Ed. OK Dept. of Career & Technology Ed. OK Dept. of Human Services OK Dept. of Human Services OK Dept. of Human Services – Developmental Disabilities Services OK Dept. of Human Services – Developmental Disabilities Services OK Dept. of Rehabilitation Services OK Dept. of Rehabilitation Services OK Developmental Disabilities Council OK Developmental Disabilities Council OK Family Network OK Family Network OK Parents Center OK Parents Center OK Rehabilitation Council OK Rehabilitation Council OU College of Education OU College of Education OU Zarrow Center OU Zarrow Center Sooner SUCCESS Sooner SUCCESS Tech Now, Inc. Tech Now, Inc. And others.... And others....

62. Contact Information Claudia Otto, PhD Disability Services Specialist Oklahoma Department of Career & Technology Education 405-743-5596 claudia.otto@okcareertech.org Doris Erhart, BA Leadership & Transition Coordinator Oklahoma Family Network 405-271-5072 doris-erhart@oklahomafamilynetwork.org