Effective Models for
Transition Planning
Handouts Overheads
113
Handout Overhead
Education System
Challenges
♦Raise
Standards Throughout
the System
♦Build
Capacity to
Reach the Standards
♦Answer
for Results and
Improve Them
♦Provide
strategies and work
experiences to assist students
in reaching desired post-school
outcomes.
114
❏ Strengthen teaching
connections with the community.
❏ Plan ahead: Build partnerships and
curriculum, instruction and
assessments to post-school
outcomes
❏ Link learning standards,
Students, adult learners,
schools, and colleges
❏ Higher standards for all:
❏ Recruit and keep superior educational leaders
ALL
ALL
LEARNERS
LEARNERS
W I L L MEET
M EET
WILL
H IG H E R
S THIGHER
ANDARDS
STANDARDS
❏ Allocate dollars to improve results
to those who
need it
❏ Give extra help
schools that promote
learning and transition
to adult life
❏ Create safe and sound
results and work to
improve them
❏ Accept responsibility for
School report card, higher
education outcomes assessment,
Workforce preparation, program
performance targets
❏ Report Results:
Mayor Elements of Educational Reform
In New York State
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115
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Overhead
Tools for Schools
♦
Responsive Leadership
♦
On-going Staff Development
♦
Engaging/Relevant Curriculum
♦
Flexible Resources
Supportive Involvement of
Parents and Community
♦ Comprehensive/Strategic
Planning
♦
116
Handout
Overhead
Responsive Leadership
(Self Assessment for Implementing Effective Models for Transition)
♦ Create a vision for the successful
transition of students to adult life
♦ Set high expectations for all students
♦ Establish a commitment to effective
transition planning for students with
disabilities
♦ Ensure that all Individualized Education
Programs reflect the interests, needs and
abilities of students
♦ Promote active involvement of students
and parents in the transition planning
process
♦ Provide strong administrative support to
teachers
♦ Help teachers expand their knowledge
and skills about effective models for
transition planning
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Overhead
On-Going Staff Development
(Self Assessment for Implementing Effective Models for Transition)
♦ Focus on learning standards and
providing the help all students need to
transition to adult life
♦ Provide information, materials and
training about effective transition
programs and services to teachers,
students and parents
♦ Use community resources that have
practical and functional experience to
provide on-going staff development
♦ Involve stakeholders in identifying staff
development and transition needs of a
diverse range of students
♦ Promote student centered transition
planning in all staff development
activities
♦ Provide opportunities for teachers to
share strategies to implement effective
transition programs and services
118
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Overhead
Engaging/Relevant Curriculum
(Self Assessment for Implementing Effective Models for Transition)
♦ Create an environment that allows all
students to be active participants in their
transition planning
♦ Promote active involvement of students in
planning and implementing the transition
components of their IEP
♦ Create learner-focused classrooms with
teachers as facilitators of learning and
students engaged in cooperative learning
groups
♦ Provide challenging work experiences that
enable students to strive to reach their
identified post-school outcomes
♦ Establish clear links with the community
and integration of CDOS learning
standards across all curriculum areas for
all students
♦ Connect learning to real-life experiences
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Flexible Resources
(Self Assessment for Implementing Effective Models for Transition)
♦ Create more time for learning to support
post-school outcomes with efficient use of
time before, during and after school
hours
♦ Use discretionary state and federal
resources to expand transition programs
and services in the school and the
community
♦ Assign independent projects to students
that build upon their needs, preferences
and interests, and motivate them to learn
♦ Use flexible grouping to adjust to
different learning styles and interests of
diverse students
♦ Seek volunteers as tutors and mentors to
help all students achieve successful
post-school outcomes
♦ Use school-community partnerships to
120
provide supportive assistance to all
students
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Overhead
Supportive Involvement of
Parents and Community
(Self Assessment for Implementing Effective Models for Transition)
♦ Provide information to students and parents
about the transition planning process
♦ Seek input of students and parents when
developing post-school outcomes for students
♦ Develop transition-focused activities that
parents can use at home to support a
student’s school and post-school outcomes
♦ Consider parents’ work schedules and family
commitments when scheduling planning
meetings
♦ Make parents feel welcome in school
♦ Use community members to help meet the
transition needs of diverse learners
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Overhead
Comprehensive/Strategic Planning
(Self Assessment for Implementing Effective Models for Transition)
♦ Develop school building plans that
provide for the diverse learning needs of
all students
♦ Secure input and involvement of all
stakeholders in developing the process for
transition planning
♦ Use post-school indicator data to improve
instruction and the transition planning
process
♦ Use results of Transition Quality
Indicator Self-assessment to guide staff
development plan
♦ Clearly articulate and communicate
district expectations for transition
programs and services
♦ Align plans with State learning standards
122
Handout Overhead
Post-School Plans of
Special Education
Completers as Reported
by Their Schools
1997-98
50%
1998-99
1999-00
45%
41% 41%
40%
38%
35%
30%
27%
26%
24%
25%
22%
20%
18%
17%
15%
11%
10%
10%
7%
4% 4% 3.5%
5%
2% 2% 2%
0%
Postsecondary
Education
Employment
Military
Adult Services
Other
Plans Unknown
NYSED VESID PD-5 Data, 1999-00
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Overhead
What is the Highest
Level of Education You
Plan to Achieve?
50%
General Education Seniors (n=347)
45%
Special Education Seniors (n=1,006)
Special Education seniors have
lower expectations for
postsecondary education
participation and achievement.
40%
35%
29%
30%
30%
25%
21%
16%
20%
13%
15%
22%
13%
11%
11%
10%
5%
8%
7%
2%
1%
High School
Diploma or
GED
Specialized
training at
technical
business or
trade school
5%
0%
Undecided
Associate's
Degree
NYSED PSI Data, Senior Exit Survey 2000,7/20/01
124
Bachelor's
Degree
Master's
Degree
Doctorate or
Professional
Degree
Handout
Overhead
When Did You First
Receive Information at
School About
Postsecondary Education?
100%
General Education Seniors (n=347)
Special Education Seniors (n=1,006)
90%
80%
Students with disabilities report
receiving information at school
about postsecondary education
much later than their peers
70%
60%
41%
50%
42%
40%
30%
33%
14%
20%
10%
3%
15%
25%
10%
6%
2%
0%
Elementary
School
Middle or Junior
High School
Grades 9-10
Grades 11-12
Never Did
NYSED PSI Data, Senior Exit Survey 2000, 7/20/01
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Overhead
Students Planning
Postsecondary Education,
When Did You Decide?
Among students planning postsecondary education, decisions are made much earlier
by general education students than by special
education students.
100%
General Education Seniors (n=305)
90%
Special Education Seniors (n=548)
80%
70%
60%
51%
50%
37%
40%
30%
22%
20%
18%
21%
20%
10%
14%
5%
12%
0%
Elementary
School
Middle or Junior
High School
Grades 9-10
NYSED PSI Data, Senior Exit Survey 2000, 7/20/01
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Grades 11-12
1%
No Response
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Overhead
When Did You First Receive
Information At School
About Careers?
Students with disabilities report receiving
information at school about careers much
later than their peers.
100%
General Education Seniors (n=347)
90%
Special Education Seniors (n=1,006)
80%
70%
60%
50%
38%
40%
37%
29%
30%
20%
31%
7%
23%
20%
10%
5%
3%
0%
Elementary
School
5%
Middle or Junior
High School
Grades 9-10
Grades 11-12
Never Did
NYSED PSI Data, Senior Exit Survey 2000, 7/20/01
127
Handout
Overhead
When Did You First Talk with
Your Parents About What To
Do After Leaving School?
Students with disabilities most frequently
discuss their future plans with parents in
their later school years.
100%
General Education Seniors (n=347)
90%
Special Education Seniors (n=1,006)
80%
70%
60%
43%
50%
40%
27%
30%
20%
15%
10%
0%
21%
22%
12%
14%
6%
Elementary
School
2%
Middle or
Junior High
School
Grades 9-10
NYSED PSI Data, Senior Exit Survey 2000, 7/20/01
128
33%
Grades 11-12
Never Did
Handout
Overhead
Writing Transition
Content in the IEP
Where does it fit?
What should be
addressed?
129
Handout
Overhead
Transition Services
A coordinated set of activities
♦ outcome-oriented
process
♦ promotes
movement from school
to post-school
♦ based
on needs, preferences and
interests
♦ 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.
Individuals with Disabilities Education Act Amendments, 1997
20 U.S.C.Sec. 602.Definitions (30)
130
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Overhead
Federal & State Requirements
♦ Parent Notification
♦ Student Participation
♦ Participating Agencies &
Responsibilities
♦ Age 14 IEP: Transition Service Needs
(Courses of Study)
♦ Age 15 IEP in NYS: Needed Transition
Services in
(a) Instruction
(b) Related Services (New)
(c) Community Experiences
(d) Development of Employment/Other
Post-school Adult Living
If appropriate
(e) Daily Living Skills and
(f) Functional vocational evaluation
♦ Based on Student Needs, Preferences
and Interests
131
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Overhead
Critical Concept
In New York State,
transition is incorporated in
the IEP through the
coordinated set of activities.
There is no separate
transition plan.
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Critical Concept
The age level for the school
to begin providing transition
services is 14, implying that
planning discussions to
prepare the IEP begins prior
to that.
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Overhead
Critical Concept
Discussing transition needs
and abilities in the Present
Levels of Performance
indicates what services are
needed and why.
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Handout
Overhead
IEP Development Process
Evaluations
Present
Levels of
Performance
Post-School
Outcomes*
Placement
Coordinated
Set of
Activities
Integrated
Throughout the
IEP
LRE
Considerations
Programs,
Services,
Modifications
Annual
Goals
Short-Term
Objectives or
Benchmarks
*Previously referred to as Long-Term Adult Outcome Statements.
135
Handout
Overhead
Evaluations
g
g
g
g
g
g
g
136
Student or Family
Questionnaire
Transition Planning
Inventory
Pre-Meeting
Discussion
Vocational Assessment
Interest or Aptitude
Testing
Community Experience
ADL Assessment
Handout
Overhead
Present
Levels of
Performance
Evaluations
Current functioning
• Learning Standards
• Indicators for
Severely
.
Disabled
• SCANS Skills*
• Student’s strengths &
abilities
• Parents’ concerns
• Special considerations
• Progress in past year
• Can & can’t do
• Needs, preferences,
interests
• What has & hasn’t
worked
Three Areas of
Consideration
• Academic or
educational
achievement &
learning
characteristics
• Physical
development
• Social
development
• (Management
needs)
*Secretary’s Commission on Achieving Necessary Skills, Federal Department of Labor
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Overhead
Information
Technology
Resources
Interpersonal
SCANS &
CDOS
SKILLS
Thinking
Skills
Basic
Skills
138
Systems
Personal
Qualities
Handout
Evaluations
Overhead
PLP
PostSchool
Outcomes
Stated as student preferences or dreams
for future
Addresses Community Living, Employment,
& Postsecondary Education
Expected to narrow over time
Post-School Outcome* is how “outcome
oriented process” is demonstrated
*Previously referred to as Long-Term Adult Outcome Statements.
139
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Overhead
Questions students
should be able to answer
knowledge
application
CAREER
DEVELOPMENT
Self-knowledge
• Who am I?
Career exploration
• Where am I going?
Career Plan
• How do I get there?
INTEGRATED
LEARNING
• What am I learning?
• Why am I learning it?
• How can I use it?
UNIVERSAL
FOUNDATION SKILLS
(SCANS)
• What do I need to
know?
• What skills are
important for me?
skills
140
Handout
Overhead
Transition Webpage
http://web.nysed.gov/vesid/
sped/trans/tranmain.htm
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