Rethinking Secondary
Transition Planning
December 11, 2008
Heidi Howard Wyman, MSW
Transition Resource Network at Strafford Learning Center
Adapted with permission from Dr. Ed O’
O’Leary (June 2006); Steve Bigaj, Keene State College
and Monadnock Center for Successful Transitions sbigaj@keene.edu
and Bruce Thielen, STAC, Granite State College
bruce@ihelpconnect.com
What is Secondary Transition?
• All youth transition out of high school
• For the purposes of this discussion, we
mean:
– Formal process of cooperative planning that will
assist students with disabilities to move from
school into the adult world.
Why Rethink Transition Planning?
• Over 17% of all young adults ages 18-19 are
unemployed.
– Unemployment is DOUBLE THAT for young
adults with disabilities.
• Individuals with disabilities are less than half as likely to
obtain a postsecondary degree as individuals without
disabilities.
• 98% of youth with disabilities have parents who
thought they “definitely” or “probably” would get a
paid job after high school.
Teams do not know what to do,
or how to do it:
• In 2000, 88% of states failed to comply with the
transition requirements of IDEA
• NH State Improvement Grant 2 sites found,
across 5 districts, 10% or less of sampled IEPs
in basic compliance
Alphabet Soup of
Rules, Regs and Requirements:
•
•
•
•
•
•
NCLB and HQT pressures for special educators
IDEA 2004 requirements, SPPs and APRs
Increased Rigor in Career Tech Centers
Raised Drop Out Age
NH High School Approval Standards and ELOs
New technology: NHSEIS or CASE-e
Problems that Impede IDEA Youth
Transition to Postsecondary Education and
Employment
• Lack of self-advocacy training
• Insufficient information about the Transition Process to
families
• Insufficient vocational/technical education and work-based
learning experiences
• Lack of transportation during and after high school to work
• Absence of linkages between school systems and adult service
providers
• Unemployment and dropout rates
Federal Actions Can Assist States in Improving Postsecondary Outcomes
Outcomes for Youth
GAO Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. Senate
August 1, 2003
Stage is Set for Change:
• IDEA 2004 promotes a Transition-Driven IEP
• Plan develop for life after high school that is
meaningful, results-oriented, engaging,
personalized
• A coordinated set of activities
• A TEAM To-Do list.
The
Purpose
Individuals with Disabilities
Education Improvement Act of 2004
Purpose:
– A free appropriate
public education...
designed to meet
their unique needs
and prepare students
for further education,
employment and
independent living.
Shift in emphasis to:
– Results oriented
approach.
– Focus on improved
results.
The
Philosophical
Foundation
IDEA and Disability Policy
Congress finds that:
Disability is a natural part of the human experience and in no way
diminishes the right of individuals to participate in or contribute to
society.
This includes such things as:
•
•
•
•
•
Living independently
Enjoying self-determination
Making choices
Pursuing meaningful careers
Enjoying full inclusion and integration in the
economic, political, social, cultural, and economic
mainstream of American society.
IDEA 2004: Transition
§300.320(b) Beginning not later than the first IEP to be in
effect when the child turns 16, or younger if determined
appropriate by the IEP Team, and updated annually, thereafter,
the IEP must include-(1) Appropriate measurable postsecondary goals based upon age appropriate
transition assessments related to training, education, employment, and,
where appropriate, independent living skills; and
(2) The transition services (including courses of study) needed to assist the
child in reaching those goals.
IDEA 2004
Transition Services means:
a coordinated set of activities for a child with a disability that…
(A) 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
Transition Services (cont.)
Is a coordinated set of activities for a child with a disability that…
(B) is 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.
NH Rules add this requirement:
“…a plan for each student with a disability beginning at age 14 or
younger, if determined appropriate by the IEP team, shall
include a statement of the transition service needs of the student
under the applicable components of the student’s IEP that
focuses on the student’s courses of study such as participation in
advanced-placement courses or a vocational education….”
New requirement: SPPs and
APRs
• Six-year State Performance Plans (SPPs) around
20 indicators
• Indicators 13 relates to transition services
• Data is submitted annually in Annual
Performance Reports (APRs).
• This school year, NH needs to report statistically
significant data, eg statewide
Is It Working?
Pre- and Post Transition Indicators
Indicators
Indicator 13 - Quality of Transition Services in the IEP
• Percent of youth aged 16 and above with an IEP that includes
coordinated, measurable, annual goals and transition services that will
reasonably enable the student to meet the postsecondary goals.
Indicator 14 – Follow Up
• Percent of youth who had IEPs, are no longer in secondary school and
who have been competitively employed, enrolled in some type of
secondary school, or both within one year of leaving high school.
New Hampshire IEPs and
Transition Pages
•
•
•
CASE-e format
NHSEIS format
“Cheat Sheets” drafts
The Transition
Driven IEP Process
IEP Process for Transition Services
IEP Process of the Past
Present
Level of
Performance
Annual
Goals
Short
Term
Objectives
IDEA 2004
IEP Results Process for Transition Services
Step I
Measurable
Post-secondary
Goals
Step II:
Present Levels
of Academic
Achievement and
Functional
Performance
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
© O’Leary, E. 2005
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
Includes: Coordinated Set of
Activities
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
What is a measurable
postsecondary goal?
• A statement that articulates
what the student would
like to achieve after high
school based on student’s
strengths, preferences and
interests.
Measurable Annual IEP Goals
And
Measurable Postsecondary Goals
ALL IEP Students
Measurable Annual IEP Goals
A statement of measurable annual goals, including academic and
functional goals
Beginning not later than the first IEP to be in effect when the
child turns 16…
Measurable Postsecondary Goals
Based upon age appropriate transition assessments related to training,
education, employment, and, where appropriate, independent living
skills
Should measurable postsecondary
goals be specific?
• Initially, broad descriptions of the student’s
preferences, interests, or vision of what they
think they want to do in employment,
education, training, and independent living .
• Each year, reassess and refine. Annual
activities should give the team new
information
• Should be specific and measurable, one year
out by last year/IEP.
How do I write measurable
postsecondary goals?
• Use results-oriented terms such as “enrolled
in”, “work”, “live independently”
• Use descriptors such as “full time” and
“part-time”
Measurable Postsecondary Goals
Help educators focus on:
Relevant content with a planning and implementation process
that is measurable and demonstrates results in student’s
achieving their desired postsecondary goals
Training – specific vocational or career field, independent living
skill training, vocational training program, apprenticeship, OJT,
military, Job Corps, etc.
Education - 4 year college or university, technical college, 2 year
college, military, etc.
Employment - paid (competitive, supported, sheltered), unpaid,
non-employment, etc.
Independent living skills – adult living, daily living, independent
living, financial, transportation, etc.
Must there be a measurable
postsecondary goal in each area?
No
•
•
•
•
Required for Training / Education
Required for Employment
Independent Living (where appropriate)
Goals can be combined into one larger goal
statement, though NH formats make that
challenging
• Adult services and community participation
are not goals
Measurable Post Secondary Goals Examples
Training Goal
Something in emergency services or law enforcement
or
I am planning on enrolling in an Emergency Medical Technician training program and
working for the fire department, hospital or an ambulance service
Education Goal
Go to some program in computers
or
I am planning on enrolling full time at the Kellogg Community College and obtain an
associates degree in computer networking
Employment Goal
Something in computers
or
I would like to work as computer technician repairing computers or developing and
maintaining computer networks
Independent living skills Goal
On my own
or
I would like to live independently in my own apartment or home
Training
Specific vocational or career field, independent living skills training, vocational training
program, apprenticeship, OJT, job corps, etc.
• I/David will get on the
job training while
working fulltime as a
farmer.
• I/Jason will be enrolled
full time in a plumbing
apprenticeship program.
Education
4 year college or university, technical college, 2 year college, etc.
• I/Walter will be
enrolled full time at
Keene State College in
the teacher education
program.
• I/Robyne will be
enrolled full-time at
CVTC in the
supervisory
management program.
Employment
Paid (competitive, supported, sheltered);
unpaid employment (volunteer, in a training capacity); military; etc.
• I/Riley will work full time
as a general laborer for a
construction company.
• I/Anna will enroll in an
EMT training program
and volunteer part time for
a hospital or ambulance
service.
Independent Living
Adult living, daily living, independent living, financial, transportation, etc
• I/Betsey will live with
a roommate in an
apartment.
• I/Eric will live with
others in a group
home.
IDEA 2004
IEP Results Process for Transition Services
Step I
Measurable
Post-secondary
Goals
Step II:
Present Levels
of Academic
Achievement and
Functional
Performance
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
© O’Leary, E. 2005
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
Includes: Coordinated Set of
Activities
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
Present Levels of Performance
• Does the IEP include a statement of the
student’s present levels of academic achievement
and functional (transition) performance?
– Strengths
– Preferences
– Transition Needs
– Interests
Exercise
•
•
•
Case study
Pair up
Write MPSGs and ideas for PLOP
IDEA 2004
IEP Results Process for Transition Services
Step I
Measurable
Post-secondary
Goals
Step II:
Present Levels
of Academic
Achievement and
Functional
Performance
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
© O’Leary, E. 2005
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
Includes: Coordinated Set of
Activities
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
Course of Study
or
“Why do I have to know this?”
Transition Services:
Courses of Study
IEP team must determine what instruction and educational
experiences will assist the student to prepare for the transition
from secondary education to post-secondary life.
Focus on:
— Courses of study
— How the educational program can be planned and relate
directly to the student’s goals beyond secondary education
— Show how those courses are linked to those goals
Promotes the concept that the high school program
focuses on post-school results.
Help students and family select courses of study that are
meaningful and motivate students to complete their
education.
Clarification Language
Courses of Study
If the student and parent are aware of and agree to a
change in a course and that change would not have a
direct impact on the student achieving his or her desired
post-school outcome; or if the student taking the course
would not require any accommodations or modifications
(which would require goals and objectives); then this
change would not be considered a substantive change
and would not necessitate another IEP meeting.
Key points for IEP teams:
• Is the student seeking a modified or regular
diploma?
• Be explicit, every year, about credits needed,
regular vs. modified diploma, etc.
• Ensure connection between special education
planning to guidance planning. Ex: if guidance
does a 4-year plan for all students, does that
show up in a student’s IEP?
Transition Services:
Coordinated Set of Activities
• Designed within a results-oriented process connected
to postsecondary goals (at least one activity for every
postsecondary goal)
• Focus on improving the academic and functional
achievement of the child
• Facilitate movement from school to post-school
activities
• Based on child's needs, taking into account the child's
strengths, preferences, and interests
• Shows evidence of coordination with outside agencies
(if appropriate) or inside the school (e.g., school
counselor, general educator)
Coordinated Set of Activities
• For each postsecondary goal, is there at least one
service/activity/strategy listed in the following
transition planning areas?
–
–
–
–
–
–
Instruction
Related Services
Community Experiences
Development of Employment and Post-School Objectives
Acquisition of Daily Living Skills (when appropriate)
Functional Vocational Evaluation (when appropriate)
• Action Plan: What? (Service/Activity/Strategy); Who?
(Person Responsible: Agency, Student, Parent); When?
(timeline, 1-5 years out)
Transition Services
Courses of Study
LONG RANGE EDUCATION PLAN
Coordinated Set of Activities
LONG RANGE PLAN FOR MOVEMENT TO POST
SCHOOL ADULT LIFE
Coordinated Set of Activities
Coordinated Set of STRATEGIES
IDEA 2004
IEP Results Process for Transition Services
Step II:
Present Levels
of Academic
Achievement and
Functional
Performance
Step I
Measurable
Post-secondary
Goals
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
O’Leary, E., 2005 © Copyright
Includes: Coordinated Set of
Activities
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
Annual IEP Goals
• For each postsecondary goal there must be an annual
goal(s) included in the IEP that will help the student
make progress toward the stated postsecondary goal(s).
– Given a bus schedule adapted with pictures, Stephanie will
select the correct time and stop for five scenarios of activities
presented to her.
– Given an accommodation letter/request, student will present
it to an instructor and explain why the accommodation is
necessary for their access to the learning environment.
IDEA 2004
IEP Results Process for Transition Services
Step II:
Present Levels
of Academic
Achievement and
Functional
Performance
Step I
Measurable
Post-secondary
Goals
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
O’Leary, E., 2005 © Copyright
Includes: Coordinated Set of
Activities
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
Summary of Performance
Evaluations before change in placement
For a child whose eligibility terminates due to
graduation with a regular diploma, or due to
exceeding the age eligibility a public agency
must provide the child with a summary of the
child’s academic achievement and functional
performance, which shall include
recommendations on how to assist the child in
meeting the child’s postsecondary goals.
NH DOE Process for the SOP
• The Summary of Performance is not reported
in the New Hampshire Special Education
Information System (NHSEIS). The Bureau of
Special Education has given guidance on this
topic in FY06 Memo #18
– http://www.ed.state.nh.us/education/doe/organiz
ation/instruction/SpecialEd/SPED2006.htm
• Form is also available on the NH Transition
Community of Practice website:
www.sharedwork.org
Materials
• Join NH Transition Community of Practice at
www.sharedwork.org to stay connected
• Monadnock Center for Successful Transitions at
www.mcst-nh.org
• Transition Resource Network at the Strafford Learning
Center, hwyman@slc.k12.nh.us
• nsttac.org (Indicator 13, age appropriate transition
assessment article)
Young adults who recently left
special education say:
• “Really push the self-advocacy thing”
• “Teachers need to start listening to the
students”
• “I want to be held to the same standards…”
• “Break the barrier, start talking with the kids
about disabilities”
• “If you make a personal connection that helps
to break the barrier”