Transition Planning: Parent�s Perspective to Quality Transition

Document Sample
Transition Planning: Parent�s Perspective to Quality Transition Powered By Docstoc
					     Transition Planning:
Parent’s Perspective to Quality
       Transition Plans
                  March 29, 2007
           Henrico County Public Schools
       Dr. Mary E. Morningstar & Dana Lattin
              mmorningstar@ku.edu
                   http://www.transitioncoalition.org
  Examples from session: www.transitioncoalition.org
 University of Kansas
 Department of Special Education
www.transitioncoalition.org
Transition was included in IDEA because the first special
education students to exit high school were successful in
achieving positive postschool adult outcomes such as living on
their own, having a well-paying job, and attending postsecondary
education in record numbers.

             TRUE                 FALSE

                   Correct answer is: FALSE.
Beginning in the mid-1980’s, the U.S. Department of
Education recognized that the first group of students who had
been all the way through special education were leaving
school and unsuccessful in adult life. Unemployment, lack of
enrollment in postsecondary education, continued
dependence on parents, social isolation, and lack of
involvement in community-based activities were found among
young adults with disabilities.
    Many curricula and programs do not support students
    with disabilities in developing essential adult-life skills.


           TRUE                  FALSE


                   Correct answer is TRUE
Post-school outcome research indicates that the current
special education curriculum, instruction, and planning are
not meeting students' needs. The National Longitudinal
Transition Study-2 has reported that while outcome for
many youth with disabilities is improving, they often do not
learn or use the skills in their school programs that they
need to achieve productivity, empowerment, and
independence.
 Students with disabilities transitioning from school to
 adult life are not often supported by effective
 interagency collaboration.

           TRUE                 FALSE

                   Correct answer is TRUE
Limited levels of service coordination and collaboration
among schools and community service agencies have
created difficulties for students with disabilities in achieving
positive post-school results (Johnson, et al., 2002). In many
circumstances, students with disabilities leave school without
appropriate community supports necessary to achieve
successful adult outcomes. Many students remained at home
with nothing to do because they were on long waiting lists for
adult services.
 Students with disabilities are more likely to remain in
 school and graduate from high school than their
 peers without disabilities.
            TRUE                 FALSE

                    Correct answer is FALSE
Dropping out of school is one of the most serious problems facing
special education programs across the country. Almost 1/4 of all
youth with disabilities exit the school system by dropping out.
Youth with ED have the highest drop out rates (from 21% to 64%
- twice the rate of nondisabled students). The drop out rate for
students with learning disabilities averages 25% (National Center
for Education Statistics, 2001). Reasons include: lack of credits to
graduate, no parental support for education, inappropriate social
interactions. Dropouts have fewer options for employment and
usually end up in entry level, low-paying positions.
              Focusing on Transition Changes How We
                                     Provide Services

                               • All activities & services
                            • Based upon ed., living,
                           • Postecondary"student
                              within the school =
• Transition is               needs, taking into account
                             employment, and full
                               course of study
                              student strengths,
                             participation in the
  Results-Oriented            preferences agencies and
                             community and interests“
                               • Link with
                               service providers
                              Accountable vision for the
                           •• Focus on the for programs
                               providing transition
• Transition is               future
                             leading to successful
                               services
                             outcomes
  Coordinated               • Age-appropriate transition
                               • Work with outside
                              IEP reflects required
                           • assessment what the for
                               agencies (including
                              transition expected to
                               inviting planning
                             student isto IEP
• Transition is              know or be able to do
                               meetings).
                            • Students must be actively
  Student-Centered            IEP = transition IEP
                           • involved in educational and
                               • Reauthorization of
                              transition planning
                               Rehab. Act
                   The IDEA 2004: focus on critical
                        elements of transition:




• How we define “transition services”
• How we make decisions about transition
  services based upon appropriate
  assessments
• What is required in a student’s IEP
  related to transition
• How we summarize transition
  performance when students are
  graduating or exiting school.
                          IEP Results Process for Transition
                                       Services
                                         (adapted from: O’Leary, 2005)

Step 1:               Step 2:                  Step 3:                    Step 4:
Measurable            Present Levels           Needed                     Annual IEP
Postsecondary         of Academic              Transition                 Goals
Goals                 Performance              Services


Age             • Education or   a. Course of Study                       Step 5:
Appropriate     Training         b. Needed Services:
                                                                          Summary of
Transition      • Employment     •     Instruction                        Performance
Assessments                      •     Related Services
                • Independent
                                 •     Community Experiences
                Living
                                 •     Employment and other post-
                                       school adult living objectives
                                 •     Daily Living skills & Functional
                                       Vocational Assessment (when
                                       appropriate)
               Definition of Transition Services


“a coordinated set of activities for a student that
• is designed to be within a results-oriented
   process that is focused on improving the
   academic and functional achievement of the
   child with a disability to facilitate the child’s
   movement from school to post-school
   activities, including post-secondary education,
   vocational education, integrated employment
   (including supported employment), continuing
   and adult education, adult services,
   independent living, or community participation.”
             Definition of Transition Services


(B) based on the individual child’s needs, taking
    into account the child’s strengths,
    preferences, and interests; and

(C) includes instruction, related services,
    community experiences, the
    development of employment and other
    post-school adult living objectives, and
    when appropriate, acquisition of daily living
    skills and functional vocational evaluation.
    (Section 602, (34).
        Beginning no later than the first IEP in effect
          when the student turns 16 and annually
                        thereafter –



A student's IEP must include appropriate
  measurable postsecondary goals based
  upon age appropriate transition
  assessments related to training,
  education, employment, and where
  appropriate, independent living skills. The
  IEP must include those transition
  services (including courses of study)
  needed to assist the student in reaching
  postsecondary goals. (Section 614)
                    What do “measurable postsecondary
                              goals” mean?
                                                             Ed O’Leary (2006)

                                   Examples (from NSTTAC):
                                   Upon completion of high school…
• Goals stated so that we can      • I will enroll in the Associates Degree
  measure the extent to which         program at Ocean County
  they were achieved &                Community College in August of
  schools role in planning            2009. (separate, education/training)
                                   • I will get my undergraduate degree
• We are NOT talking about IEP        in history and education, to become
  goals (“measurable annual           a high school social studies teacher.
  goals”)                             (combo: education/training &
• We are talking about                employment)
  postschool outcomes explicitly   • Paulo will independently prepare for
  stated and then planned for         work each day by dressing, making
                                      his bed, making his lunch, and
  with: 1. transition                 accessing transportation. (separate,
  assessment, 2. transition           independent living)
  services, 3. IEP goals, 4.       For younger students….
  interagency collaboration to     • I’d like to work with animals
  ensure most likely               • I’d like to work with computers
  achievement                      • I would like to live in my own
• Education/training &                apartment with a roommate
  employment are required
                    Based on age appropriate
                    transition assessments….


• What are age appropriate transition
  assessments?
• What is the purpose of transition
  assessments?
  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,
  and social environments. Assessment data serve as the
  common thread in the transition process and form the
  basis for defining goals and services to be included in
  the IEP (DCDT Position Statement, Sitlington, 1996)
           Transition services (including
                 courses of study)

 Transition services must be based upon the
  student’s needs, strengths, preferences and interests
  and focus on the desired postsecondary goals for
  the student.
 The transition services that must be considered by
  the IEP team during the planning process include:
    instruction,
    community experiences,
    related services,
    the development of employment and other post-
     school adult living objectives,
    and when appropriate, acquisition of daily living
     skills and functional vocational evaluations.
                  Courses of Study

• “multi-year description of coursework to
  achieve a student’s desired postschool
  goals”
• “meaningful to the student’s future and
  motivate the student to complete his or her
  education”
• “attention on how the child’s educational
  program can be planned to help the child
  make a successful transition to his or her
  goals for life after secondary school”
                                (O’Leary, 2005).
                   One year before the student reaches
                        the legal age of majority:


• Beginning not later than one year before the student
  reaches the age of majority under State law… students
  and parents are to be notified of the specific rights
  which will transfer to the student once he or she turns 18 &
  documentation must be found in the IEP.

• Documentation of this notification must be included in the
  IEP at this time.
  - Notification of meetings
  - Notification and consent for evaluation
  - Selection of participants of IEP meetings
  - Approval of the contents of the IEP
  - Approval regarding change of placement
Responsibilities:
Students
Parents
School Staff
Agencies
Others
                  Caught in Transition…



                                  SUMMARY OF PERFORMANCE
A comprehensive
  evaluation..                     “… a local educational agency
                                    shall provide the child with a
“shall not be required before
                                    summary of the child's
   the termination of a child's     academic achievement and
   eligibility under this part      functional performance, which
   due to graduation from           shall include recommendations
   secondary school with a          on how to assist the child in
   regular diploma.”                meeting the child's
                                    postsecondary goals.”
                                       IDEA 2004 Sec. 614c (5)
                    Summary of Performance

• For students who are graduating (exiting) high school (either
  with a regular diploma or due to exceeding the age eligibility
  for special education), schools are now required to provide
  the student and his or her family with a summary of
  academic achievement and functional performance, along
  with recommendations on how to assist the student to
  meet postschool goals.

• These requirements do not require additional evaluations or
  reevaluations before the change in eligibility take place.

• The IDEA does not specify what this performance summary
  should look like or what kinds of information need to be
  included. Schools should be planning creative ways to
  capture a students transition summary report.
            Who should participate in transition
                   planning & IEPS?




• Family Members           • Peers and friends
•   Student                • Administrators
•   Education personnel    • Postsecondary Ed.
•   School support staff     staff
•   Community members      • Community Service
                             Providers
              Who is Responsible for
              Transition Outcomes?


In the case where a participating
agency, other than the educational
agency, fails to provide agreed upon
services, the educational agency
shall reconvene the IEP team to
identify alternative strategies to meet
the transition objective.
           Transition Planning Process

Identify Preferences, Interests and Needs
        Using Age Appropriate Transition Assessments




     Develop a Vision for the Future



           Develop Transition IEP
              Measurable Postsecondary Goals
            Transition Services & Course of Study
               Goals, Objectives/Benchmarks
               Interagency Linkages
                   Implement IEP
  Instruction • Community Experiences • Related Services •
Functional Evaluation • Goals & Objectives • Courses of Study •
                     Interagency Linkages




                    Evaluate Results
                   Reconvene the IEP Team
                  Expand Upon Existing IEP
                 Reevaluate & Revise Annually

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:11
posted:5/20/2012
language:English
pages:26