Using Indicator 13 Requirements for Transition Planning to Support College and Career Readiness.

Using Indicator 13 Requirements for Transition Planning

to Support College and Career Readiness

Graduation Rate

Forty-eight percent (48%) of SWD do not graduate from high school

College/Career Readiness Rate

Eighty-four percent (84%) of SWD are not ready for College or Careers

Rationale

Session Outcomes

Student Developme

nt Interagency Collaboration

Program Structures

Family Involvemen

t

Taxonomy for Transition Programming

Student-Focused Planning

To understand and be able to implement

the transition planning process for students with disabilities in order to help them: Complete High School Become college and/or career ready

To understand appropriate methods of documenting Indicator 13 compliance

Training Objectives

Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, 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 services needs. There also 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. (20 U.S.C. 1416(a)(3)(B))

Indicator 13

49a Postsecondary Goals

49b Transition Services

49c Agency Involvement

49d Consent for Agency Invitation

49e Multi-year Course of Study

49f Related Annual Goal(s)

49g Transition Assessment

49h Student Involvement

49i Annual Update

Kentucky Indicator 13“Sub-Indicators”

Transition Planning Flow Chart

Collect Transition Assessments

Identify Transition Services

Update the Course of Study

Write the Annual Goals

Coordinate Services with Adult Agencies

Needs Strengths Preferences Interests

Education/Training

EmploymentIndependent Living, as

appropriate

InstructionRelated Services

Community

Experiences

Employment, Adult & Daily

Living

Write Measurable Postsecondary Goals

In order to meet College and Career Readiness guidelines set for all students, the IEP includes appropriate measurable postsecondary goals related to

Training or education Employment When appropriate, independent living skills

Postsecondary Goals

Transition assessments are used to

develop post-secondary goals.

Transition Assessmen

ts

Postsecondary Goals

Enrollment in:a)Community/Technical college (2-year program)b)College/University (4-year program)c) College preparatory programd)Other education/training, for example:

Job Corps Adult Education Workforce Development Program Community/Technical School Training that is less than 2

years Supported Employment On-the-job Training Military Training

Education/Training Definition

Employment includes: Competitive Employment

Competitive labor market, full- or part-time

Integrated setting at or above minimum wage

Supported Employment Competitive employment with intensive

supported employment services

Other Employment

Employment Definition

_______________________, _____________’s goal is(After high school) (Student)(After graduation)(Upon completion of high school)

to_____________________________________________________________

(education/training behavior where and how )

to be able to ____________________________________________. (employment behavior – where and how)

Sample Formula for Developing Education/Training and Employment Goals

After high school Allison

attend a 4-year college and take coursework leading to a major in the area of Child Development

become an early childhood education teacher.

Additional Examples: Postsecondary Education/ Training

and Employment Goals

After high school, Jodi’s goal is to improve job skills through a job training program to be able to work in a retail setting.

After graduation, Glenn will complete an associates program in advanced manufacturing to be able to work as an electrical technician in an industrial setting.

After high school, Jeremy’s goal is to receive on-the-job training from a job coach to be able to be employed part-time in a local business with supports

After high school, John plans to attend the

communitycollege near his home. (Education/Training)

John wants to manage the computer labs at the college he

attends. (Employment)

John hopes to work in the field of information technology

when he graduates. (Employment)

Non-Examples: Postsecondary Education/Training

and Employment Goals

Independent Living Skills are those skills or tasks that contribute to the successful independent functioning of an individual in adulthood (Cronin, 1996) in the following domains:

Leisure/recreation Home maintenance personal care Community participation

Independent Living Skills Definition

Sample Formula for Developing Independent

Living Goal

_______________________, _____________’s goal is

(After high school) (Student)

(After graduation)

(Upon completion of high school)

to_____________________________________________________________ (independent living behavior where and how )

After High School Jodi

assume responsibility for a share of living expenses by saving money earned at work and following a budget set by Jodi and her parents.

Examples: Postsecondary Independent Living Goals

Upon completion of high school, Jeremy will independently prepare for work each day, including dressing, making his bed, making his lunch, and accessing transportation.

After graduation, Erica will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with her regarding needs, wants, and desires.

After graduation, Kevin will continue to live with his parents and will participate in his daily care routines to the maximum extent possible.

Susan will rely on her family to attend to her daily routines (e.g. feeding, dressing, bathing, activating small appliances / media devices, choice making, etc).

Erica wants to attend community dances sponsored by the local YMCA.

Stephen will inquire about the obligations and responsibilities of getting an apartment.

Non-Examples: Postsecondary

Independent Living Goals

Based on a career interest inventory and student survey, Hunter has demonstrated an interest in obtaining a job in the field of landscaping. IEP progress data indicates that he can correctly identify ten common community and vocational vocabulary words with 75% accuracy and also perform familiar tasks with three steps using visual supports with 80% accuracy. Hunter’s cognitive deficits will impact his ability to acquire new skills involving multiple steps in order to independently participate in vocational settings. Hunter will require supervision for attention and safety. Hunter will need supported employment assistance as he explores locations for jobs in landscaping as well as training of work-related skills for those particular locations.

Employment:

Hunter requires assistance with all grooming and hygiene needs. With adapted utensils, he is able to feed himself, but needs assistance with cleaning up his area once he is finished. Parent survey indicates they are most comfortable with Hunter living in a supported living setting with 2-3 roommates. They also indicated that Hunter would like to participate in weekly personal shopping activities after he graduates. Hunter’s deficits in the area of daily living skills will impact his ability to live and perform personal care needs independently after high school.

Daily Living Skills:

Hunter’s Postsecondary Goals

Upon completion of high school, Hunter’s goal is to complete employment skills training and on-the-job training provided through the Office of Vocational Rehabilitation in order to work in a supported employment position as a landscape assistant.

Upon completion of high school, Hunter’s goal is to live in a supported living setting with 2-3 roommates and to perform weekly personal shopping activities with assistance.

Postsecondary Goal(s)(By age 16, or younger if appropriate, and thereafter)

(Postsecondary Goal(s) Related to Education/Training, Employment, and if needed, Education/Training and Employment:

Upon completion of high school, Hunter’s goal is to complete employment skills training and on-the-job training provided through the Office of Vocational Rehabilitation in order to work in a supported employment position as a landscape assistant.

Independent Living:

Upon completion of high school, Hunter’s goal is to live in a supported living setting with 2-3 roommates and to perform weekly personal shopping activities with assistance.

Postsecondary Goals (IEP)

Postsecondary Goals (Infinite Campus)

Postsecondary Goals (Record Review Document)








Education/Training


appropriate


Community

Experiences


Living


Transition services are defined as a coordinated set of activities for a student with disabilities that are:

Designed to be within a results-oriented process, focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities

Based on the individual student’s needs, taking into account their strengths, preferences and interests

Transition Services Definition

Instruction Related Services Community Experiences Employment Other Post-School Adult Living Objectives When appropriate, acquisition of daily

living skills and provision of a functional vocational evaluation

What do Transition Services Include?

What experiences must the student participate in this

academic year that are necessary for achieving the identified postsecondary goals?

What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their postsecondary goals?

Do we know enough about this student’s vocational skills to identify an appropriate postsecondary employment goal or design activities to support the identified goal?

Things to Consider:

Instruction activities/strategies can be a formal or informal imparting of knowledge or skills that a student needs to receive in specific areas to:

Complete needed courses

Succeed in the general curriculum

Gain needed skills

Transition Services – InstructionDefinition

Provide course of study leading to a diploma Provide course of study leading to an

alternative diploma Monitor grades/graduation status and follow-

up if issues arise Monitor College/Career Readiness Status to

make any changes in instructional programming

Provide opportunities to visit college campuses and meet with student support services (Disability Services Coordinator)

Transition Services Instruction Examples

Activities/strategies in this area should

consider the current and projected related service needs of the student

This area of the transition services is not for specifying the needed related services for the next school year. Related services for the coming school year should be addressed in another section of the IEP

Transition Services Related Services Definition

Develop linkages to adult agencies or

providers

Transition Counseling

Referral to disability services to determine eligibility after high school

Referral to OVR to determine eligibility for services

Transition ServicesRelated Services Examples

Community Experiences are activities/strategies that are:

Generally provided outside the school building

To help prepare the student for participation in community life

Transition ServicesCommunity Experiences Definition

Provide opportunities for practice in using

relevant community resources (health care facilities, bank, library, laundry-mat, postal services, church, restaurants, hair salon)

Practice making and keeping own appointments

Teach appropriate social behaviors in the community (tipping, asking for assistance, standing in line, being quiet in relevant situations)

Transition Services Community Experiences Examples

Activities/strategies listed in this area focus on development of:

work-related behaviors

job seeking and keeping skills

career exploration

skill training

apprenticeship training

and actual employment

Transition Services Employment Definition

Assistance in preparing for work

towards obtaining a license to become a __________

Arrange for meeting with adult workers in the career field of __________

Enrollment in a career awareness program

Provide a community-based career exploration program

Transition Services Employment Examples

Activities/strategies listed in

this area emphasize focus on adult living skills

These are generally activities that are done occasionally

Transition ServicesPost-School Adult Living Definition

Instruction in how to open a bank account

and manage finances/budgets/bills

Instruction in how to apply for credit cards and manage personal debt

Instruction in how to apply for housing assistance (HUD)

Instruction about consumer skills, rights, and responsibilities

Transition Services Post-School Adult Living Objectives

Examples

Daily living skills are activities that adults do most every day. These include such things as: Preparing meals

Budgeting

Maintaining a residence

Paying bills

Raising a family

Caring for clothing

Personal grooming

Transition Services Daily Living Skills Definition

Instruction in how to manage daily time schedule

Instruction in how to manage money and pay bills

Instruction in how to develop a personal fitness routine

Provide opportunities for practice purchasing food

Provide opportunities for practice preparing meals

Transition Services Daily Living Skills Examples

A functional vocational evaluation is an

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

Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies listed in the transition services in the IEP

Transition Services Functional Vocational Evaluation

Definition

Conduct a functional vocational

evaluation

Maintain a portfolio of observable work samples

Conduct an interest/aptitude survey

Transition Services Functional Vocational Evaluation

Examples


(Postsecondary Goal(s) Related to Education/Training, Employment, and if needed, Independent Living: Education/Training and Employment: Upon completion of high school, Hunter’s goal is to complete employment skills training and on-the-job training provided through the Office of Vocational Rehabilitation in order to work in a supported employment position as a landscape assistant. Independent Living: Upon completion of high school, Hunter’s goal is to live in a supported living setting with 2-3 roommates and to perform weekly personal shopping activities with assistance.

Transition Service Agency Responsible

Completion of Multi-Year Course of Study leading to an Alternative High School Diploma

Special Education Teacher

Community-Based Instruction Special Education Teacher

Individual advising on completion of ILP Counselor/Job Coach

Community-Based Work Transition Program (in collaboration with Office of Vocational Rehabilitation)

Special Education Teacher/Job Coach

Invite Agriculture teacher to transition planning sessions Special Education Teacher

Provide opportunity for participation in Regional Transition Fair Special Education Teacher

Provide information to Hunter’s parents about guardianship, SSI, Michelle P Waiver, and Supported Living

Special Education Teacher

Daily Living Skills instruction Special Education Teacher

Transition Services (IEP)

Transition Services (Infinite Campus)

Transition Services (Record Review Document)




Education/Training


appropriate


Community

Experiences


Living






Agency Involvement (Record Review Document)

Agency Involvement(Record Review Document)

Agency Involvement (IEP)


(Postsecondary Goal(s) Related to Education/Training, Employment, and if needed, Independent Living: Upon completion of high school, John’s goal is to attend courses at Community and Technical College to work toward a degree in computer science to be able to work as a network manager for a local medical company.

Transition Service Agency Responsible

Completion of Multi-Year Course of Study as outlined in John’s Individual Learning Plan

High School

Instruction related to word processing/keyboarding skills (See annual goal)

High School

Self-advocacy training High School

Tour of community college campus to familiarize John with surroundings

High School

Apply for possible college financial aid High School

Vocational rehabilitation referral to determine eligibility for tuition assistance

High School and OVR

Apply for college and disability support service High School and Disability Support Services Office

Agency Involvement(Notice of ARC)

Agency Involvement (Infinite Campus)

Agency Involvement (Consent for Invitation)








Education/Training


appropriate


Community

Experiences


Living


Multi-Year Course of Study(Record Review Document)

Multi-Year Course of Study (IEP)

Language Arts 1 Integrated Social StudiesLanguage Arts 2 World HistoryLanguage Arts 3 U.S. HistoryLanguage Arts 4 HumanitiesMathematics 1 Health EducationMathematics 2 Basic Money SkillsMathematics 3 Developing Career ChoicesMathematics 4 Individualized Career Work ExperienceIntegrated Science Home EconomicsLife Science/Biology Earth/Space Science

Example - Course of Study Listings (Alternative Diploma)

English 9English 10English 11English 12Algebra 1Algebra 2GeometryPre calculusCalculusIntegrated Science Computer Science ChemistryBiologyPhysics

Example - Course of Study

Listings (Diploma)World History

US History

Integrated Social Studies

Humanities

Health/PE

Art

Child Development

Nutrition

Psychology

Preschool Internship

Course of Study can be documented:

In the online ILP On a district-developed form

On the Alternative ILP (Course section)

Course of Study Document (Career Cruising)

Multi-Year Course of Study(Infinite Campus)



Education/Training


appropriate


Community

Experiences


Living







Related Annual Goal (Record Review Document)

Related Annual Goal (IEP)

Related Annual Goal (Infinite Campus)








Education/Training


appropriate


Community

Experiences


Living


Transition Assessment

Transition assessment is the ongoing process of collecting data on the individual’s 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 and is gathered from multiple sources.

From: NSTTAC Indicator 13 Training Materials

Transition Assessment Sources

Sources of assessment information include, but are not limited to, the following: Formal interest surveys, aptitude tests and other surveys Informal interviews with students Student completion of interest inventories Questionnaires to establish student interests and

preferences Functional vocational evaluations Quarterly or semester grades throughout high school Current psychological assessment data indicating areas of

strengths and weakness College entrance exam scores if applying to 4-year

colleges Interviews/surveys with the family Student observations

Transition Assessment Examples

Individual Learning Plan Career Awareness, Student Interest Inventory, Career Matchmaker, Ability Profiler

Academic RecordsProgress notes, End of grade test scores, Report cards, Curriculum-Based Assessment, State Assessments - EPAS (EXPLORE/PLAN/ACT), CATS

Multi- Disciplinary AssessmentCognitive, Adaptive, Functional Skills, Communication, Observations

School or Community - Based Work Experiences

Interview with Student & Parents

http://www.seattleu.edu/ccts/transition-services/


Interpersonal:(teacher/staff)• Lacks understanding

of personal space• Lacks control when

frustrated or angry• Often speaks for other

s• Unable to resolve

conflictsAcademic/functional:(teacher/psych)• Unable to follow 3‐

step written directions

• Unable to interpret warning labels accurately

(parents/family)• Unable to operate a

calculator accurately

Community/Vocational:• Cannot use public

transportation successfully

(family/teacher)• Lacks continuous pers

onal hygiene habits (family)

• Interrupts coworkers to assist with their work

(work supervisor)• Work pace is slow (work supervisor)

Interpersonal:(teacher/family)• Friendly smiles and

greets all people• Helps others without

prompting• Able to communicate

needs clearly and appropriately

• Able to accept constructive criticism without resentment

Academic/functional:(teacher/psych)• Can follow 3‐step

verbal directions with up to 2 variables

• On Brigance: 25 functional words

• Able to add/subtract 2 single digit numbers

Community/Work:(Magellan)• Able to recognize

multi‐step task procedures

• Organizes work in an orderly fashion

• Stays on task for extended periods.

Prefers:(Casey LifeSkills)• Computer aided inter

est inventory: • Interest in working

outdoorso with others;o perhaps with plant

s• Teacher observation:o work in group or wi

th 1 othero clean or unclean w

ork environmento leading rather than

following• Parent/

family observationo repetitiono non‐sedentaryo no stress or

uncomfortable situations

Expressed: (Roger/family)• Special Olympics• Bowling• Going out with friend

s• Lifting weights• Animals• Planting flowers• Serving foodObserved:• Physical activities• Running track• Talking with older

people• Native American we

aving• Preparing lunches• KaraokeTested:• video interest survey

: Grounds maintenance = high interest• Casey LifeSkills Assessment Inventory‐areas of concern are personal hygiene, conflict resolution

School‐based work experiences• 1st semester –

assisted in high school kitchen 1 hour/day

• 2nd semester –continuing in food service experiencein school kitchen to 2 hr/day

Community‐based Experiences• Volunteers at senior

center at Tuesday Night Bingo

• Is equipment manager forSpecial Olympics team

Roger ASD 11/20/2014

NEEDS: Roger needs to demonstrate the concept of personal space, not to interrupt and answer for others, and learn to resolve conflicts appropriately. (teacher/family observation)Roger needs to demonstrate personal control when he is frustrated or angry. (teacher)

STRENGTHS: Roger is friendly, greets everyone with a smile; he helps others without being asked; he is able to communicate his needs clearly and appropriately. (teacher/family) Roger can follow 3step directions with two variables. He knows 25 functional words, is able to add/subtract 2 single digit numbers. Roger recognizes multi-step task procedures, organizes his work in an orderly fashion and stays on task for extended periods. (Brigance)

PREFERENCES: Roger prefers physical activities, working and interacting with people and variety in work tasks or personal routine. (teacher/family observation)

INTERESTS: Roger is interested in sports, lifting weights, working on lawns, special Olympics and running track. He is interested in tribal arts and crafts, working in food service environments and socializing with friends. (teacher, family, community members)

AGE-APPROPRIATE TRANSITION ASSESSMENT

SUMMARYRoger, age 15


Garnet is 15 years old in the 10th grade. Garnet’s Course of

Study is outlined through completion of high school. Based on informal interviews with Garnet and completion of her ILP, Garnet’s needs are in the area of interpersonal and intrapersonal skills.

Based on an interview with Garnet, teacher and parent observations, and an interest inventory. She excels in sports, especially basketball, and she has a competitive edge. Garnet prefers activities that move at a fast pace and enjoys outside activities. Her preferences are activities that she can do alone, such as computer games, riding her bike. Garnet likes coming up with unique ideas and being in charge. Garnet is a starter on the varsity basketball team.

Transition Assessment:Connection to Present Level

Statement

Transition Assessment (IEP)

Transition Assessment (Infinite Campus)

Transition Assessment (Record Review Document)








Education/Training


appropriate


Community

Experiences


Living


Student Involvement (Record Review Document)

Student Involvement (Notice of ARC)

Students can be involved in their IEP process in four ways: Planning, Drafting, Meeting, and/or Implementing

Planning: Starting with the student, gather transition assessment information using multiple strategies from multiple individuals

Planning: Involve students in selecting meeting participants (including what outside agencies to invite)

Drafting: Write postsecondary goals and annual IEP goals in 1st person

Meeting: Involve students in leading the meeting (use PowerPoints, notes, etc.)

Implementing: Students set and monitor goals and activities

Making the IEP Student Centered

Annual Update(Record Review Document)

Annual Update (IEP)

Reporting for All Components(Record Review Document)

Additional Resources and Support

www.transitiononestop.org

www.education.ky.gov

Kentucky Educational Cooperatives Special Education Services

Using Indicator 13 Requirements for Transition Planning to Support College and Career Readiness.

Documents

Transcript of Using Indicator 13 Requirements for Transition Planning to Support College and Career Readiness.