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Building a Transition Planning
Frame of Mind:
Tips, Tools & Techniques
2008 Special Education Director’s Conference
July 31, 2008
Susan Walter
Transition Consultant
Illinois State Board of Education
618-651-9028
[email protected] or [email protected]
Illinois State Performance Plan, Part B
Years 2005 - 2010
State’s plan to meet performance standards on 20
indicators (Part B) - 4 are specific to secondary
transition
1. % of youth who graduate
2. % of youth who drop out
13. % of youth with transition components in the IEP
14. % of youth who achieve post-school outcomes
Jack Kinder.
High achievement
always takes place
in the framework
of high expectation.
3
Critical Interrelationships
Quality IEP’s
Positive postschool outcomes
Staying in
school
Graduating
Transition Tree of Influence
14. Percent of youth with IEPs who, within one year after graduation, have been competitively
employed, enrolled in postsecondary school, or both.
1. Percent of youth with IEPs graduating from high school with a
regular diploma.
2. Percent of youth with IEPs dropping out of high school.
Arrows indicate direction of
influence and leverage
across systems and
indicators.
Strategies
13. Percent of youth aged 14 ½ or above with an IEP
with adequate goals and transition services
Outcomes
TOTAL TRANSITION MODULES
Federal and State Transition Requirements
Interagency Collaboration and Transition
Person-Centered Transition Planning
Adult Life Outcomes for Students with Disabilities:
A World of Opportunity
Supporting Student Self-Determination
Transition: Centerpiece of the IEP
Implementation of Secondary Transition Best
Practices
SSI and Transition Planning
Health and Medical Issues in Transition Planning
Sue Walter, 1/07, ISBE Transition
Transition Planning

Dynamic process

Partnerships

Maximizing employment, integration,
and community participation for youth
with disabilities
6
Nuts and Bolts of Transition
7
Transition Planning in Illinois
Beginning not later than the first IEP to be in effect when the
child turns 14 ½, and updated annually thereafter, the IEP shall
include:
• Appropriate, measurable post-secondary goals based upon ageappropriate assessments related to education, training,
employment, and, where appropriate, independent living skills
• Transition services that are needed to assist the child in
reaching those goals, including courses of study and any other
needed services to be provided by entities other than the school
district
23 IAC 226.230(c)
Transition Services

Coordinated set of activities
– Puzzle pieces that fit together


Activities, services, experiences, instruction
Results-oriented
– Planning begins and is guided by the result we
want to see

Academic & Functional
– Both…not one or the other

Facilitating movement
– Continuous, coordinated movement toward the
results
– Steps match the needs and strengths of the
student
9
Sue Walter, 2008
…based on individual child’s needs, taking
into account the child’s strengths,
preferences and interests…
Nothing will ever be
attempted if all
possible objections
must be first overcome.
10
Illinois Special Education Rules
Graduation or Completion of Program



Student’s who require continued public school
education experiences to successfully move on to their
post-school goals are eligible for such services through
the day before the his/her 22nd birthday.
Student’s who graduate with a regular high school
diploma are not longer eligible for FAPE.
Students can still participate in the graduation
ceremony
– Regular diploma is “held” by the school district
– Student remains eligible to receive FAPE
23 IAC 226.50(c)
11
Illinois Special Education Rules
Graduation or Completion of Program

A student with a disability who has fulfilled the
minimum state graduation requirements is eligible for a
regular high school diploma.
– If the student’s IEP prescribes special education, transition
planning, transition services or related services beyond that
point, issuance of that diploma is deferred so that the student
will continue to be eligible for those services.
– If the student is to receive a regular high school diploma…


At least one year prior the parent and student receive , written
notification (34 CFR 300.503) that eligibility for public school
special education ends following the granting of a diploma
An IEP meeting may be requested to review the recommendation
that the student receive a regular diploma.
12
23 IAC 226.50(c)
Eligibility Termination and the SOP

School district must provide the child with
a summary of the child’s academic
achievement and functional performance,
and recommendations on how to assist the
child in meeting his/her postsecondary
goals.
34CFR §300.305(e)(3)
– Graduation with a regular diploma
– Exceeding the maximum age of eligibility
13
So many options…so little time


Beginning as early as possible just makes
sense!
Recommendations from the experts –
–
–
–
–
–
Career Options, Grades 7 – 9
Postsecondary Options, Grades 8 – 10
Student Choice, Grades 8 – 10
Academic Planning, Grades 8 – 9
Personal – Social Planning and Preparation,
Grades 8 – 12
Webb, K.W. (2000). Transition to postsecondary education: strategies
for students with disabilities. TX: PRO-ED Series on Transit8ion.
14
Measurable Post-Secondary Goals
Sue Walter, 2008
What is a Measurable
Post-School Goal?

A Measurable Post-School Goal –
– Is the result of high school…what the student
will achieve after leaving high school
– Is based on the student’s strengths,
preferences and interests
– Is based on age-appropriate transition
assessments
16
Sue Walter, 2008
When are Measurable
Post-School Goals Required?

A measurable post-school goal is written for the
following areas:
– Education and/or training


Education
– community college, university, technical/trade/vocational school
Training
– vocational or career field training, independent living skill
training, apprenticeship, OJT, job corp, etc.
– Employment



paid employment (competitive, supported, sheltered)
non-paid employment (volunteer, in a training capacity)
military
– Adult Living (if needed)

independent living skills, health/safety, financial/income,
transportation/mobility, social relationships, recreation/leisure,17 selfadvocacy/future planning
Sue Walter, 2008
Minimum Requirements for
Measurable Post-School Goals

Each transition-aged student should have a
minimum of two post-school goals
– One for education or training
– One for employment

Don’t rule out Adult Living without some data
that shows why you don’t need to consider it.
18
Sue Walter, 2008
What Does a Measurable
Post-Secondary Goal Look Like?

A measurable post-school goal uses results oriented
terms like…
– “enrolled in,” “work,” “part-time,” “full-time”

Examples
– Education

After graduation, Leslie will be enrolled full time in community
college certificate program.
– Training

After leaving high school, Bob will be enrolled part-time in an
emergency medical technician training program.
– Employment

After graduation from high school, Lyle will work full time
community service profession.
– Adult Living

Within 6 months of leaving high school, Steven will live
independently in his own apartment or home.
19
Sue Walter, 2008
Examples and Non-Examples
Example
After graduation, Rolanda will participate in an in-home or center-based program
designed to provide habilitative and vocational training with medial and therapeutic
supports.
Non-Example
After leaving high school, Rolanda’s family plans for her to receive habilitative training
through Medicaid Community Alternatives Program (CAP) services.
Example
Allison will obtain a four-year degree from a liberal arts college with major in Child
Development.
Non-Example
The fall after graduation from high school, Allison plans to enroll in a four-year
university in the Southeast.
Example
After graduation from high school, Lissette will complete the non-degree program at
Montgomery County College.
Non-Example
Lissette wants to go to college.
20
For more information…
Illinois State Board of Education Indicator 13 webpage
http://www.isbe.state.il.us/spec-ed/html/indicator13.htm
Web-based Examples and Non-Examples for SPP/APR
Indicator 13 Checklist, approved by OSEP August,2006
http://www.nsttac.org/?FileName=examples_i13_checklist
21
22
Sue Walter, 2008
Age-Appropriate
Transition Assessments

For each post-secondary goal, there should
be evidence that age-appropriate transition
assessments – formal and/or informal –
provided information on the student’s
needs, taking into account strengths,
preferences, and interests regarding the
post-secondary goal
23
Sue Walter, 2008
Definition of Age-Appropriate
Transition Assessments
“…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 Individualized
Education Program (IEP)”
Sitlington, Neubert, and Leconte. (1997). Career Development for Exceptional
Individuals. 20:69-79.
NSTTAC Guidance on Age-Appropriate
Transition Assessments

Guidance from the National Secondary Transition
Technical Assistance Center (NSTTAC)
– Become familiar with different types of transition assessments
and their characteristics
– Select methods that assist students by helping them answer
 Who am I?
 What do I want in life, now and in the future?
 What are some of life’s demands that I can meet now?
 What are the main barriers to getting what I ant from school
and community?
 What are my options in the school and community for
preparing me for what I want, now and in the future?
25
NSTTAC Guidance on Age-Appropriate
Transition Assessments
– Select approaches that are appropriate for
students in terms of cognitive, cultural sensitivity
and language comfort.
– Always interpret and explain assessment results in
formats that students and families can understand
easily
– Consider the research-based practice of using
multiple assessments on an on-going basis
26
Formal VS Informal
Assessments

Formal transition assessments
–
–
–
–
–
–

Adaptive behavior/daily living skills assessments
General and specific aptitude tests
Interest inventories
Intelligence tests
Temperament inventories/instruments
Career maturity or employability tests
Informal transition assessments
–
–
–
–
–
Interviews (student and family)
Questionnaires
Direct observation
Curriculum-based assessments
Environmental analysis
27
For example…









Interest inventories
Transition surveys
Person-centered planning
Curriculum-based
assessments
Structured interviews
Social histories
Career portfolios
Employability skills
inventories
Assessments of postschool environments
desired by the student









Adaptive behavior
inventories
Life skills inventories
Aptitude tests
Personality scales
Social skills inventories
College entrance
examinations
Assessment of
technology needs
Vocational skills
inventories
Professional assessments
28
Sue Walter, 2008
Where to look…


http://www.ncwdyouth.info/assets/guides/assessment/AssessGuideComplete.pdf
http://www.nsttac.org/pdf/transition_guide/nsttac_tag.pdf

http://www.isbe.net/spec-ed/html/transition_video.htm

www.ILWorkInfo.com/icrn

http://www.illinoisworknet.com/vos_portal/residents/en/Jobs/Prepare
/Skills/

http://www.icsps.ilstu.edu/IllinoisNTC/index.asp

http://www.hrtw.org/tools/check_assessment.html
29
Sue Walter, 2008
Courses of Study

Transition services include courses of study that focus
on improving the academic and functional achievement
of the child to facilitate movement from school to postschool.
– Course of study, instructional program of study or list of courses
of study should be in the IEP and should align with the
student’s post-secondary goals.


Does a post-secondary goal require a certain minimum requirement
of courses, e.g., college bound, trade school bound, etc.?
Does a post-secondary goal require or benefit from the successful
completion of specific high school classes, e.g., a future chef
planning to take and completing all cooking related classes, a
future child-care provider planning to take and completing relevant
classes in Family and Consumer Science, etc.
30
Courses of Study
Year 1
Age 14/15
Year 2
Year 3
Year 4
Age 17/18
Extended
Age 15/16
Age 16/17
Age 18 - 21
Alternative Math
Basic Geometry
Intro to Algebra
Life Skills
½ day at Center
House for
Basic
Composition
Writing
Workshop I
Intro to
Business
International
Cooking
travel training
and apartment
English Lit
American Lit
Speech
Restaurant
Occupations
Living
Physics
Food Science I
Food Science II
Food Science III
Food Science IV
Consumer
Education
U.S. History
American
Government
Independent
Living
Adult Living
Skills
P.E.
P.E./Health
P.E.
Study Skills
Self-Advocacy
Skills
Study Skills
Study Skills
Study Skills
Work
Experience
Work
Experience
Transition Services
Coordinated Set of Activities

For each post-secondary goal, in association
with meeting the post-secondary goal, is there
–
–
–
–
(a) instruction,
(b) related service,
(c) community experience,
(d) development of employment and other postschool adult living objectives,
– (e) acquisition of daily living skills, if appropriate, or
– (f) provision of functional vocational evaluation, if
appropriate
32
Sue Walter, 1/07, ISBE Transition

Instruction
– Self-determination skill training including self-regulation, selfawareness and choice-making
– Enroll in tech prep program for Family and Consumer Science in
junior year
– Contact JTCC for disability documentation policies
– Obtain, complete and submit application to community college

Related Services
– Assistive Technology Evaluation
– Occupational therapy services focusing on manual dexterity
– Health/Social work services re: medication planning & independence

Community Experiences
– Volunteer to bus tables at cousin’s restaurant
– Contact community volunteer center to find opportunity to assist
with making food baskets and serving meals
– Investigate wellness and fitness programs at the local Y: choose one
activity to begin by junior year
33

Development of Employment & Other PS Adult Living Objectives
– Meet with DRS counselor for eligibility determination and resources to support
entry and attendance at an in-state college
– Participate in job-shadowing at higher-end restaurants in the community
– Participate in summer internship
– Register at the local PO for selective service
– Obtain assistance on management of financial resources and legal issues

Acquisition of Daily Living Skills and/or Functional Vocational
Evaluation
– Regularly perform two household chores from a list provided by family
– Learn to operate washer and dryer
– Schedule and keep medical appointments independently (w/family assist
sophomore and junior…independent senior year

Linkages to After Graduation Supports/Services
–
–
–
–
–
–
DHS/DRS local office
County DMV
Benefit Counselor (through DRS)
SSI regional office
Center for Independent Living (CIL)
Division of Specialized Care for Children (DSCC) for medical home counseling
34
Annual IEP Goals

For each postsecondary goal, there should be
at least one annual goal in the IEP that will help
the student make progress toward the stated
post-secondary goal.
– In relation to the PLAAFP what does he/she need to
work on to move toward the post-school goal




Academic?
Community-based experience?
Functional and work skills?
Self-determination skills?
35
Post-School Goal
Post-School Goal
Susie will work full-time at a grocery or chain store.
John will attend community college full-time.
(Result of Transition)
Annual Goal
Annual Goal
Susie will learn to
follow a schedule.
Susie will accurately complete
job applications and a resume
with correct spelling and
grammar.
Objectives
(Result of Transition)
Annual Goal
Using word processing software on a computer,
John will compose a 5 paragraph essay, save it,
retrieve and revise it, check for spelling and
grammar errors, save the revised essay and
print it.
Objectives
Objectives
-Given a schedule of activities to
complete during each instructional
block of vocational activities, Susie
will correctly complete the activity
and check off as completed on her
list without assistance for 5
consecutive days.
-Given a blank job application
to complete, Susie will use a
cue card which contains
personal information, list of
references, and previous
experience to complete the
application without errors.
- Given a self-management time
schedule, Susie will correctly list all
activities to be completed and write
in the “clock face” time at which each
activity needs to occur, without
assistance, for 5 consecutive days.
-Susie will use her job
application cue card and a
computer and its spell and
grammar checking to create a
resume with no errors.
- Using a computer typing program such
as “Type to Learn” to learn keyboarding
skills, John will type at a rate of at least 35
wpm with 4 or fewer errors.
-Using Microsoft Word, John will
demonstrate that he can type an already
prepared essay on the computer, name the
file, and save it to a floppy disk or the hard
disk of the computer.
-- Using Microsoft Word John will
demonstrate that he can open a file which
he had previously saved, edit the file, save
the changes and print the file.
Sue Walter, 2008
Coordination with Post-School
Service Providers (aka adult agencies)

For each post-secondary goal, is there evidence of
coordination between LEA and post-secondary services?
– Is there evidence that the IEP team discussed and listed potential post-school
service providers?
– Is there evidence of family and/or student input regarding potential post-school
service providers?
– Are there transition services listed on the IEP that are likely to be provided or
paid for by an outside agency?
– Was parent consent (or child consent once the age of majority is reached)
obtained to invite any outside agency?
– Is there evidence in the IEP or the student’s file that any of the following
agencies/services were invited to participate in IEP development: postsecondary
education, vocational education, integrated employment (including supported
employment), continuing and adult education, adult services, independent living
or community participation?
– For those invited post-school service providers who declined and/or were unable
to attend the IEP meeting, is there evidence that alternate forms of
communication and information gathering were used to support
networking/access for the IEP team and specifically the family and/or student?
37
Sue Walter, 2008
Illinois State Board of Education
Indicator 13 Webpage
http://www.isbe.state.il.us/spec-ed/html/indicator13.htm
Will you be the
rock that redirects
the course of the
river?
-- Claire Nuer.
38
Basic Compliance
Best Practices
39
Sue Walter, 2008
1/--страниц
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