Diane Sobolewski
2004 PA Transition
Communities of Practice Conference
Pennsylvania Training and Technical Assistance Network
Pennsylvania Department of Education
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Agenda
• Some history
• Define transition services
• Identify guiding questions based on the definition of transition
• Outline the collaborative process for individual student planning
• Recognize formal and natural supports in the community
• Identify state-to-local and local-to-state supports
• Questions answered throughout presentation
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1975
• Free Appropriate
Public Education
• Due Process
• IEPs
• Least Restrictive
Environment
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Individuals with Disabilities Education Act
IDEA 1990
• Driven by parents
• Concede that children given FAPE
• BUT graduating to
WHAT??
• Transition mandated
• Linkages to agencies
4

Individuals with Disabilities Education Act
IDEA 1997
• Strengthen role of parents
• Prepare children for employment and independent living
• Improve educational results for all
• Respond to the growing needs of a diverse society
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IDEA 1990 and 1997
PA Special Education Regulations
Rehabilitation Act of 1973 – amended 1992
Carl Perkins Applied Technology Education Act
Americans with Disabilities Act 1990
Workforce Investment Act 1998
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Memorandum of Understanding
Comprehensive System of Personnel Development
Regional Consultants
Intermediate Unit Consultants
School District Transition Coordinators
Teachers and Support Staff
Parents and Students
State and Local Transition Councils
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Department
Of
Labor & Industry
Department
Of
Health
Department
Of
Education
Department
Of
Public
Welfare
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Office of Vocational Rehabilitation counselors and service providers
Mental Health / Mental Retardation supports coordinators,
Group Homes, Higher Education, Parents, CareerLink,
Transition Coordinators, Special Education teachers,
Career-Technical Education, Advocacy groups, Employers,
Children-Youth-Families, Human Services, Local Task Force, etc.
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Transition
IDEA ‘97: 300.29
(a) Transition services means a coordinated set of activities for a student with a disability that
1. Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
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Transition
2. Is based on the individual student’s needs, taking into account the student’s preferences and interests; and
3. Includes --
• (i.) Instruction;
• (ii.) Related Services;
• (iii.) Community Experiences;
• (iv.) The development of employment and other post-school adult living objectives; and
• (v.) If appropriate, acquisition of daily living skills and functional vocational evaluation.
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Transition
(b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education.
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Transition
• coordinated set of activities
• promotes movement from school to postschool activities
• outcome-oriented process
• individual student’s needs
• student’s preferences and interests
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Guiding Questions
• Who is the student?
• Where does the student want to go?
• What will the student learn and be able to do?
• How will the student be supported to achieve his/her goals?
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Guiding Questions
Who is the student?
“taking into account the student’s preferences and interests”
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• Interests – a measure of opinions, attitudes and preferences
• Preferences – what the student values and likes
• Aptitudes – a combination of abilities and other characteristics that suggest whether a student might learn or become proficient in a particular area
• Abilities – natural talents or acquired proficiencies shown by a student
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• Student Survey/Interview
• Parent Survey/Interview
• Observations (Home/School/Community)
• Teacher Questionnaires
• Person-Centered Planning
• Work Samples
• Situational Assessment
• Curriculum-Based Assessments
• Ecological Assessment
• Functional Behavioral Assessment
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• Standardized Tests – Scholastic Aptitude Test (SAT), American
College Testing Program (ACT)
• Aptitude Tests – Weschsler Adult Intelligence Scale (WAISIII),
The System for Assessment and Group Evaluation ( SAGE),
McCarron-Dial Evaluation System, (MDS), Career Ability
Placement Survey (CAPS)
• Interest Tests – Career (California)
Occupational Preference System
(COPS), Kuder General Interest
Survey (KGIS), Strong-Campbell Interest Inventory
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Assessment Results
– Formal and informal
– Variety of assessments
– Information from student and family members
– Interests, preferences, aptitudes, abilities
– Vocational Technical Education Assessment Results
– Reevaluation: Review of the Student’s IEP
• Instructional Activities
• Specially Designed Instruction
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IEP Team
IEP team bases all planning and activities on evaluation results of formal and informal assessments that identify the student’s interests, preferences, aptitudes and abilities.
IEP team determines the special considerations and present levels of educational performance of the student.
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Assessment Results will determine:
– Student’s Course of Study
– Graduation Planning
– Post School Outcomes
– Coordinated Set of Activities
– Specially Designed Instruction
– Related Services
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Guiding Questions
Where does the student want to go?
“designed within an outcome-oriented process”
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Guiding Questions
Where does the student want to go?
– The desired post-school outcomes of the student are stated, including
• Post secondary education/training
• Employment
• Community living
– Residential
– Participation
– Recreation/leisure
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Post-secondary Education/Training
1.
None – student expresses no interest or desire
2.
Student is undecided at this time
3.
Two- or four-year college/university – w/o support
4.
Two- or four-year college/university – with support
5.
Technical/trade school – w/o support
6.
Technical/trade school – with support
7.
Military training
8.
Adult education classes
9.
Special adult classes
10. Other ________________________________
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Employment
1.
Competitive employment – w/o support
2.
Competitive employment – with support (long / short term)
3.
Sheltered employment
4.
Adult training facility (formerly Therapeutic Activity Center)
5.
Adult day care
6.
Other ____________________________________
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Residential
1.
Live at home with parents or relatives
2.
Independent living with no supports
3.
Independent living w/ occasional supports
4.
Independent living w/ daily supports
5.
Supported apartment or community living arrangement
6.
Group home – 24-hour supervision and training
7.
Group home – skilled nursing care
8.
Facility-based – personal care home, nursing home, etc.
9.
Other _________________________________
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Participation
1. Independent -- will access community resources w/o support
2. Family support -- will access community resources w/family supports
3. Agency support -- will access community resources w/agency supports
4. Other _____________________________________
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Recreation/Leisure
1.
Independent – will participate in community programs w/o support
2.
Family support – will participate in community programs w/ family supports
3.
Special support – will participate in community programs w/ agency or outside supports
4.
Special programs – will participate in special program with people with disabilities
5.
Other ____________________________________
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Guiding Questions
What will the student learn and be able to do?
– “a coordinated set of activities for a student . . . that promotes movement from school to post-school activities”
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Guiding Questions
What will the student learn and be able to do?
– Addresses the planned course of study and graduation plan within the context of ensuring access and participation in the general education curriculum to the maximum extent possible.
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Guiding Questions
What will the student learn and be able to do?
– Within this multi-year plan, the IEP team must decide what specific transition activities in which the student will participate each year to achieve the postschool outcomes
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General Education Curriculum
– School District Outcomes & Standards
– Course of Study
– Graduation Planning
– Options available to all students
– Student Portfolios
– Senior Project
– Workforce Investment Opportunities
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Examples of Transition Activities
Practice self-advocacy skills
Participate in community service, in-school work experiences, or job shadowing
Participate in apartment program
Learn shopping, cooking, housekeeping skills
Develop home maintenance abilities
Practice pedestrian safety skills
Study for driver test
Register to vote
Sign up for Selective Service
Enroll in service organizations
Etc.
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Guiding Questions
How will the student be supported to achieve his/her goals?
– “based upon the individual student’s needs”
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Collaboration
• Team
• Problem Solving
• Shared Decision Making
• Commitments (Promises made are promises kept!)
• Student/Family/School/Community
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Student-focused Planning & Support Team
– Student
– Parent/Guardian & Family Members
– School Personnel (LEA, Special and Regular
Education Teachers, Vo-Tech Representative, Others
. . .)
– Community Members
– Community Agency Representatives
– Employers or Business Community Representatives
– Others
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• Private Businesses
• Colleges/Universities
• Hospitals
• Local/State Government
• Libraries
• Schools
• Parks
• Police and Fire Stations
• Social Service Agencies
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Private Providers/County/State/Federal
Employment
Residential
Information and Referral
Therapeutic
Recreation
Social
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• Local Job Centers
• Business Chambers and Councils
• Personnel Offices (Business/Industry)
• Social Security Offices
• Neighborhood Youth Corps
• U.S. Department of Labor
• Labor Unions
• Workforce Investment Boards
• Employment Agencies/Publications
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• Centers for Independent Living
• Office of Medical Assistance
• Office of Vocational Rehabilitation
• Bureau of Blindness & Visual Services (OSP/DPW)
• Office for the Deaf & Hearing Impaired (L&I/DPW)
• County Mental Health/Mental Retardation / Child, Youth, and
Families / Drug & Alcohol
• United Cerebral Palsy Association
• The Arc
• Mental Health Association
• Epilepsy Foundation
• Special Olympics
• Etc.
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• Barber/Hair Stylist
• Computer Skills
• Plumbing
• Carpentry
• Business Skills
• Nursing
• Teachers
• Landscaping
• Restaurant
Operations
• Child Care
• Banking
• Sports
• Electrical
• Furniture Repair
• Ministry
• Baking
• Farming
• Cashier
• Rehabilitation
• Construction
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IEP Team Participants for Transition Planning
Required Members
• student
• parents/guardians
• local education agency representative (LEA)
• regular education teacher
• special education teacher
• vocational-technical education representative
(if being considered)
Other Members
• SD transition coordinator
• psychologist
• guidance counselor
• instructional support staff
• job coach (if considered)
• employer representative
• community/agency representatives
• relatives/friends/advocates
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Grade / Age
Post-secondary
Employment
Residential
Participation
Rec/Leisure
2003-04 2004-05 2005-06 2006-07
Tour Hiram
Andrews (date)
---------------------------------------
Undecided
Maybe Hiram
Andrews
Career Exploration
Job Tryout
Summer job
Refer to OVR (date)
Paid work experience with support
2 day/week
Summer job
Paid work experience with support
3 days/week
Meet w/ OVR
Chores at home
Assess skills in apt
Family training
Chores at home
Re-assess in apt
Train in apartment
Chores at home
Re-assess in apt
Train as needed
Competitive employment with support
Live at home with eventual CLA
Register to vote
Selective Service
Get bus routes
Use public bus w/support
Get photo ID
Participate w/ current pals in club
Target school buddy
Aktion Club?
Target buddy at work
Attend Aktion Club intro meeting
Use public transportation w/ less support
Target buddy in neighborhood
Join Aktion Club
Participation with family and agency supports
Leisure time w/ help from family and agency
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•
•
•
• Dept. of Education
- Bureau of Special Education
– Bureau of Career & Technical Education
Dept. of Labor & Industry
– Office of Vocational Rehabilitation
– Bureau of Workforce Investment
Dept. of Public Welfare
– Office of Mental Health & Substance Abuse Services
– Office of Mental Retardation
– Office of Children, Youth & Families
– Office of Medical Assistance Program
Dept. of Health
– Bureau of Family Health
– Bureau of Drug & Alcohol Programs
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• The Team is continually evolving and building new partnerships, such as:
– Transportation
– Social Security
– Local Government Officials
– Juvenile Justice
– Business/Employers
– Higher Education
– Local Service Providers
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• Recognizing the Critical Role of Families in All
Transition Activities.
• Expanding Partnerships with Families:
– Parent Training & Information Centers (Parent
Education Network)
– Agency Family Groups
– Local Family Groups
– Individual Families.
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•
– Cross Systems Policy Development.
– Implementation of Promising Practices.
– Capacity Building.
– Sharing Resources.
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PA Dept. of Education
• Bureau of Special Education
– Financial support of collaborative training and technical assistance through the State Improvement Grant.
– Mentor-Replication Mini-Grants to Expand Promising
Transition Practices for self-determination, post-secondary education and training, community living, career development, employment and cross-agency strategies.
– Cross-Systems Training and Networking Opportunities.
• Bureau of Career & Technical Education
– Cross-Systems Training and Technical Assistance.
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PA Dept. of Labor & Industry
•
•
Office of Vocational Rehabilitation
– Creative Funding Strategies to Enhance and Expand
Transition to Employment Strategies.
– Forty Local Projects:
• Outreach-Underserved, Vocational Assessment,
Mentoring, Post-Secondary Education and Training,
Employment.
– Two Statewide Projects:
• Capacity Building, Statewide Needs Assessment.
– Cross-Systems Training & Technical Assistance.
Bureau of Workforce Investment
– State Youth Council Collaboration.
– Technical Assistance Workgroup Strategies.
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PA Dept. of Public Welfare
• Office of Mental Health & Substance Abuse
– Transition Pilot Project Programs.
• Office of Mental Retardation
– Transition Employment Pilot Coalitions.
• Office of Children, Youth & Families
– Systems of Care Initiative.
– Policy and Practice Standards.
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PA Dept. of Health
• Bureau of Family Health
– Health Transition Survey
• Special Health Care Needs Consultant.
• Cross-Systems Development.
• Special Kids Network
– Community Systems Development.
– Information and referral network.
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STATE
TO
LOCAL
LOCAL
TO
STATE
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Seven Essential Factors to Consider for Successful Interagency
Collaborations:
• Commitment
• Communication
• Strong Leadership from Key Decision Makers
• Understanding the Culture of Collaborating Agencies
• Providing Adequate Resources for Collaboration
• Minimizing Turf Issues
• Engaging in Serious Preplanning.
Stakeholders' views of factors that impact successful interagency collaboration
Exceptional Children; Reston; Winter 2003; Lawrence J Johnson; Debbie Zorn; Brian Kai
Yung Tam; Maggie LaMontagne; Susan A Johnson
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• Sixty-three Local Transition Coordinating Councils and
Teams in Pennsylvania are Focusing on Projects,
Products, and Activities such as:
– Information Sharing
– Assessment
– Career Exploration and Employment
– Post-Secondary Education & Training
– Youth and Young Adult Focused Cross-Agency Planning
– Community Living Programs
– Follow-up Surveys
– Parent Partnerships
– Recognition Programs
– Funding Strategies.
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• Developing mutually defined goals.
• Redefining roles.
• Sharing of power and expertise.
• Welcoming diversity.
• Supporting professional development over time.
• Developing a shared language.
• Providing opportunities for practice/practical knowledge.
• Focusing on effects of implementation on youth and young adults.
• Willingness of members to take risks.
• Building personal relationships.
• Considering alternative points of view to expand perspectives.
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For more information, contact
Diane Sobolewski
1-800-272-2746, x6854
1-412-826-2336, x6854
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