Transition
Planning
Presented by
The IEP Managers
of the
Integrated
Service Centers
December 2008
WELCOME FROM YOUR IEP MANAGERS:
Janet Blit
IEP Manager
Staten Island Integrated Service Center
JBlit@schools.nyc.gov
Office: 718-390-1569
Nicholas Chavarria
IEP Manager
Brooklyn Integrated Service Center
NChavar@schools.nyc.gov
Office: 718 935-3676
Madeline Rochelle
IEP Manager
Manhattan Integrated Service Center
MRochel@schools.nyc.gov
Office: 212-356-3763
Tanya Smith
IEP Manager
Queens Integrated Service Center
TSmith18@schools.nyc.gov
Office: 718-391-8175
MaryAnn Vance
IEP Manager
Bronx Integrated Service Center
OMVance@school.nyc.gov.
Office: 718-741-5692
2
Transition:
Creating The Vision
Transitioning Students
With Disabilities To
Successful
Adult Outcomes
3
Table of Contents
1.
Introduction to Transition
2.
Indicator # 13
3.
Reflecting Transition In the IEP
4.
Student Exit Summary
5.
Resources
4
Audience Poll
Who is in the Audience?
5
Part 1 - Introduction to Transition
Transition Is:
•A process
•An ongoing set of activities
•Looks at the needs of the whole person/whole life
•Managed by a team
6
Part 1 - Introduction to Transition:
Transition Services Help Your Student To Answer These Questions:
•Who am I?
•Where am I going?
•How will I get there?
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Part 1 - Introduction to Transition:
Transition Services Help Your Student To:
•Clarify her/his dreams
•Identify his/her
interests and strengths
•Apply her/his strengths
to future endeavors
•Identify community
supports
8
Part 1 - Introduction to Transition
The Transition Process
Throughout the Transition Process there must be:
> Student input
> Family input
> School input
•In the year that the student turns 12: A Level 1 Vocational Assessment is
conducted (See SOPM pages 214-216).
•In the year that the student turns 14: Incorporate findings from the Level 1
Vocational Assessment into the IEP
> Begin using the Transition page (10) of the IEP (Long Term Adult Outcomes
only).
•In the year that the student turns 15: The Measurable Post-Secondary
Goals (Long Term Adult Outcomes) are added to the Transition page of the IEP
and implemented by the school.
> Transition Services begin.
•In the year the student graduates or leaves school: An Exit Summary must
be conducted (See SOPM pages 218-223).
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Part 1 - Introduction to Transition
What are Transition Services?
A coordinated set of activities designed to be within a resultsoriented process, that is 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.
10
Part 1 - Introduction to Transition
What are Transition Services? (Continued)
Transition services include, but are not limited to:
>
>
>
>
>
>
>
Post-secondary education
Vocational education
Integrated competitive employment
Continuing and adult education
Adult services
Independent living
Community participation
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Part 1 - Introduction to Transition
Who Participates in Team Transition Planning?
•Student
•Parent/Guardian
•School Personnel
•Adult Service Agencies
•Parent Representative (Advocate, any additional person
requested by Parent)
12
Audience Poll
TRUE OR FALSE
13
Part 2: Indicator #13
Individuals with Disabilities Education Improvement Act (IDEIA)
Indicator #13:
•Is aligned with IDEIA federal guidelines that evaluates the Transition
Process for students with disabilities.
•Measures the percentage of students aged 15 and above with IEPs that
includes coordinated, measurable annual goals and Transition Services
to reasonably enable students to meet their measurable post-secondary
goals.
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Part 2: Indicator #13
Indicator #13 Requires Schools to:
•
Participate in Transition Focused Reviews to
identify issues of non-compliance with state
regulations.
•
Identify the number of students aged 15 to 21
years, whose IEPs include appropriate
Transition content.
NYSED VESID, DJ, 3/29/06
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Part 2: Indicator #13
State Focused Review Quality Indicators:
•
Students must be invited to and actively participate in planning
their educational programs, leading toward achievement of postsecondary goals.
•
IEPs are individualized and based on student assessment, including
student strengths, needs, preferences and interests.
•
Student present levels of performance include identified Transition
needs.
NYSED VESID, DJ, 3/29/06
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Part 2: Indicator #13
Quality Indicators (Continued)
•
Annual Goals address student Transition needs identified in the
present levels of performance. Each annual goal is calculated to help
the student progress incrementally toward post-secondary goals.
•
Recommended special education programs and services relate to
Transition and assist the student in meeting his/her annual goals.
•
The attainment of the student’s post-secondary goals is linked to a
course of study.
NYSED VESID, DJ, 3/29/06
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Part 2: Indicator #13
Quality Indicators (continued)
•
Statements of needed Transition Services are based on the
students’ needs, preferences and interests. They are directly
related to the student’s measurable post-secondary goals.
•
The school, along with appropriate participating agencies,
coordinates activities to support the student’s post-secondary
goals.
NYSED VESID, DJ, 3/29/06
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Audience Poll
Which element is not part of a Transition IEP?
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Part 3 - Reflecting Transition In the IEP
The IEP Must Include
Statements that show the connections among transition activities in the
following areas:
•Instruction
•Related services
•Community experiences
•The development of employment and other post-school adult living
objectives
•Acquisition of daily living skills and functional vocational evaluation,
where appropriate
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Part 3: Reflecting Transition In the IEP
Transition Elements
The following areas of the IEP must contain Transition elements:
•Present Level of Performance
•Measurable Annual Goals
•Measurable Post Secondary Goals
•Special Education Services
•Coordinated Transition Activities
•Participating Agency Assistance
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Part 3: Reflecting Transition In the IEP
Present Levels of Performance
The Present Levels of Performance narrative must reflect:
•Direct student involvement in determining preferences and interests,
transition needs and post-secondary goals.
•Student’s strengths, abilities, rate of learning, learning style,
accommodations;
•How the disability affects progress in general education curriculum;
•Student’s progress
•Relevant data from both formal /informal assessments and
observations
•Transition Needs
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Part 3: Reflecting Transition In the IEP
Sample Present Levels of Performance
Example:
Carmen’s* parents report that she enjoys caring for the family pets and visiting
the neighborhood pet store. Carmen stated that she likes to talk with the
employees at the pet store. She says that she learns best when listening to
what people say. She identifies and watches special programs on television
and the internet about animals. Carmen says that she wants to work as a
veterinary assistant.** Informal and formal assessments reveal that Carmen is
reading at a fourth grade level, due to weak decoding skills. She struggles with
writing primarily because of challenges with spelling. Carmen has mastered
the four basic arithmetic operations with whole numbers, fractions and
decimals. She can solve simple algebra problems. Her math reasoning skills,
including basic knowledge of geometry are near grade level, but problem
solving is affected by her reading difficulty. Carmen needs to develop preemployment skills such as: resume writing, completion of school and
employment applications and interviewing skills.
* Carmen is 15 and in the ninth grade.
** This is a example of student interest transition statement.
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Part 3: Reflecting Transition In the IEP
Annual Goals
•
Annual Goals help students achieve their post-secondary goals.
•
Student goals must be unique to each student.
Example 1:
In one year, Carmen will complete a log containing 3-paragraph entries
reflecting information learned from watching 20 documentaries or
informational shows about animals, on television and on the
internet, related to animals and animal care professions. Progress
will be evaluated monthly (one entry per documentary, two full
entries per month) by the teacher’s review of the log.
NYSED VESID, DJ, 3/29/06
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Part 3: Reflecting Transition In the IEP
Annual Goals (continued)
Example 2:
One year from now, during a simulated job interview with a staff
member, Carmen will respond appropriately to ten questions
used in interviews with 100% accuracy in 3 out of 4 weekly trials.
NYSED VESID, DJ, 3/29/06
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Part 3: Reflecting Transition In the IEP
Annual Goals (Continued)
All Annual Goals (Transition or otherwise)
need to be SMART!
S – Specific
M – Measurable
A – Achievable
R – Relevant
T – Time related
Follow the color scheme in order to understand the different
components of Carmen’s annual goal.
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Part 3: Reflecting Transition In the IEP
Annual Goals (Continued)
All Annual Goals (Transition or otherwise) need to be SMART!
From Example 1:
In one year, Carmen will complete a log containing 3-paragraph
entries reflecting information learned from viewing 20
documentaries or informational shows about animals, on television
and on the internet, related to animals and animal care professions.
Progress will be evaluated monthly (one entry per documentary,
two full entries per month) by the teacher’s review of the log.
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Part 3: Reflecting Transition In the IEP
Annual Goals (Continued)
Starting in the year that a student reaches the age of 15 all
Annual Goals should relate to Transition.
Example: (Carmen will need to improve her reading to achieve her postsecondary goals.)
In one year, using a sequential multi-sensory program,
Carmen will demonstrate mastery of the six syllable types and,
given a three-paragraph passage containing fifth grade level
multi-syllabic words, Carmen will fluently read the passage
aloud, with no more than one error, as measured by five
consecutive weekly oral reading tests.
Suggested activity: When you download this presentation, test this
Annual Goal for SMART.
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Audience Poll
Which one is NOT a Long Term Adult Outcome?
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Part 3: Reflecting Transition In the IEP
Measurable Post-Secondary Goals
Beginning in the year the student turns 14, or younger if appropriate,
the IEP must include a statement of Long-Term Adult Outcomes
(these are the Measurable Post-Secondary Goals) in the
following four areas:
•
Community Integration
•
Post-Secondary Placement
•
Independent Living
•
Employment
NYSED VESID, DJ, 3/29/06
30
Part 3: Reflecting Transition In the IEP
Measurable Post-Secondary Goals (Continued)
Example: Long-term Adult Outcomes (beginning at age 14)
•
Community Integration –Carmen will integrate into the
community independently.
•
Post-Secondary Placement – Carmen will enroll in a two-year
job training program.
•
Independent Living – Carmen will rent her own apartment after
she is employed.
•
Employment – Carmen’s career goal is to be competitively
employed as a veterinary assistant.
NYSED VESID, DJ, 3/29/06
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Part 3: Reflecting Transition In the IEP
Programs and Services
•Secondary students’ IEPs must include special
education programs, services and transition
activities that are:
> coordinated
> formulated to reasonably enable students to meet
their annual and measurable post-secondary
goals.
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Part 3: Reflecting Transition In the IEP
Transition Services
Transition Services must begin the school year that the student turns 15.
The following areas are to be addressed:
•Instructional Activities
•Community Integration
•Post High School
•Independent Living
•Acquisition of Daily Living Skills (as needed)
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Part 3: Reflecting Transition In the IEP
Transition Services (Continued)
Transition Services must begin the school year that the student turns 15.
Example: Transition Services
•Instructional Activities – Carmen will improve literacy in order to be
competitively employed. Projects will enhance knowledge of animals and animal
care.
•Community Integration – Carmen will volunteer at the local ASPCA
•Post High School – Carmen will participate in training to research programs and
community colleges that offer programs in animal care. She will learn how to
create a resume and fill out applications. She will participate in mock interviews
with school staff members.
•Independent Living - Carmen will study budgeting, management of a checking
account and general banking skills.
•Acquisition of Daily Living Skills (as needed)- Carmen does not require this
option.
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Part 3: Reflecting Transition In the IEP
Participating Agency
Identify any agency outside of the school district that will be
providing specific transition services to the student.
If the participating agency does not provide the agreed-upon
service, the CSE must reconvene to determine an
appropriate course of action.
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Audience Poll
When must the Exit Summary be Completed for
a Student?
36
Part 4: Student Exit Summary
“THE STUDENT EXIT SUMMARY
A student Exit Summary must be completed for:
All public school students and students who are attending non-public
schools; and
•For whom special education services will terminate in the current year
because the student will receive a Regent, local or IEP diploma or reach
the age of 21.
•The summary should provide a meaningful picture of the exiting
student’s strengths, abilities, skills, functional and academic levels,
needs, limitations, necessary accommodations and recommendations
that will support the student’s goals after leaving the New York City
school system. The summary will assist the student in establishing
eligibility for reasonable accommodations and supports in post-secondary
education, the workplace and the community.”
•
SOPM 2008, p. 89
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Part 4: Exit Summary
Purpose:
• To provide Students with Disabilities (SWD’s) with a written report of
essential information that:
> Supports the student’s Transition from high school
> Helps the student become a self-advocate
> Assists the student in establishing eligibility for reasonable
accommodations in post-secondary settings and for adult vocational
rehabilitation services
> Facilitates the student’s acquisition of financial benefits and residential
placements, as appropriate
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Part 4: the Exit Summary
Requirements
IDEIA states:
•All students who have IEP’s and 504 plans must be provided with a
summary of:
> Academic achievement
> Functional performance
> Recommendations on how to assist the student in meeting their postsecondary goals
•Student Exit Summaries should be completed during the final year of
high school and provided to the student prior to school exit.
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Part 4: the Exit Summary
Development
Student Exit Summary should be completed through a team process
which may involve any or all of the following:
•Students and families
•Special education teacher (s)
•General education teacher (s)
•Psychologist
•Related service providers
•Adult agency personnel
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Part 4: Exit Summary
Exit Summary: Part 1 – Background Information
Date Completed:________________________
Student Name:__________________________________________________
Student Date of Birth:_______________
Date of Graduation/Exit:____________________
Reason for Exit:
Regents Diploma
Local Diploma
IEP Diploma
Student to exceed age eligibility
Individual Completing Form________________________________________
Phone :__________________________________________________
Title:___________________________________
Number:_____________________
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Part 4: Exit Summary
Exit Summary: Part 2- Summary of Present Levels of Performance
Academic or Functional Area / Present Levels of Performance
•Reading
(e.g., basic reading/decoding and reading comprehension)
•Math
(e.g., calculation skills, problem solving, quantitative reasoning)
•Language
(e.g., written expression, speaking, spelling)
•Learning Characteristics
(e.g., classroom participation, note-taking, homework and time management; study
skills)
•Social and Behavioral Development
(e.g., interaction with teachers/peers; responsiveness to services and
accommodations; degree of involvement in extra-curricular activities; emotional or
behavioral issues related to learning and attention)
•Physical Development and Medical Conditions
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Part 4: Exit Summary
Exit Summary: Part 3- Accommodations and Supports
Indicate whether the student currently requires
accommodations, including but not limited to assistive
technology and environmental or material resources or
modifications.
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Part 4: Exit Summary
Exit Summary: Part 4 - Student’s Postsecondary Goals
Identify the post-school environment the student intends to
transition to upon completion of his/her high school
education and draft goals accordingly.
•Education and /or career training
•Employment
•Independent Living
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Part 4: Exit Summary
Exit Summary: Part 5 – Recommendations that may
assist the student in reaching post-secondary goals
Recommendations that may assist the student in
reaching post-secondary goals
45
Part 4: Exit Summary
Exit Summary: Part 6- Identify organizations or
agencies to provide linkage support (as appropriate)
Provide specific contact information for individuals
and/or agencies, if available.
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Part 5: Resources
•For a copy of the Exit Summary, located within the Standard Operating Procedures Manual (SOPM)
http://schools.nyc.gov/NR/rdonlyres/589EOEFF-6899-4435-995A-680976539CF2/0/SOPM.pdf
•Some Federal and State agencies that provide adult services/benefits include:
•Office of Vocational and Educational Services for Individuals with Disabilities (VESID)
http://www.vesid.nysed.gov/do/handbook.htm
•Office of Mental Retardation and Developmental Disabilities (OMRDD)
http://www.omr.state.ny.us/hp_individuals.jsp
•Social Security Administration (SSA) http://www.ssa.gov/d&s1.htm
•Commission for the Blind and Visually Handicapped (CBVH)
http://www.ocfs.state.ny.us/main/cbvh/about.asp
•Office of Mental Health (OMH) http://www.omh.state.ny.us
•Independent Living Centers (ILC’s) http://www.vesid.nysed.gov/lsn/ilc/home.html
•Other resources helpful when transitioning to adult services include:
>
Social Security Disability Benefits Planner http://www.nls.org/planner/spring05.pdf
>
Post Secondary Education Planning Guide http://ccdanet.org/ecp_index.html
>
New York Learns http://www.highered.nysed.gov/NYLearns/home.html
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Janet Blit
IEP Manager
Staten Island Integrated Service Center
JBlit@schools.nyc.gov
Office:
718-390-1569
…the One Place to turn to
Nicholas Chavarria
IEP Manager
Brooklyn Integrated Service Center
NChavar@schools.nyc.gov
Office:
718 935-3676
We are here to serve you.
Madeline Rochelle
IEP Manager
Manhattan Integrated Service Center
MRochel@schools.nyc.gov
Office:
212-356-3763
Tanya Smith
IEP Manager
Queens Integrated Service Center
TSmith18@schools.nyc.gov
Office:
718-391-8175
MaryAnn Vance
IEP Manager
Bronx Integrated Service Center
MVance@schools.nyc.gov
Office:
718-741-5692
48