PEATC Parent Educational Advocacy

Training CenterTraining Center

Virginia’s NEXT STEPS Transition Program for Families Youths andProgram for Families, Youths, and

Professionals:Building Effective Partnerships andBuilding Effective Partnerships and

Accessing Resources

Webcast One: Laying the Groundwork for

S d T itiSecondary Transition

Participants will understand:p

• Transition planning

• How to develop a Transition IEP

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What’s different about secondary school transition?school transition?

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IDEA 2004IDEA 2004

Emphasis shift:

– Results oriented approach.

– Focus on improved results.

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Who are the Partners?Who are the Partners?

• School professionalsp

Ad lt i id• Adult service providers

• Family and community networks

• EmployersPEATC.org

Employers

The Parent / Professional P t hiPartnership

Partnership = relationship between two peoplebetween two people

– Each has equal status & independence,

– some obligation to each other.

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Secondary Transition-Wh t’ diff t?What’s different?

The student drives the process.

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National Council on Disabilities

“ an overwhelming number of…an overwhelming number of youth with disabilities are underd t d d lifi d f t d ’ j beducated, under qualified for today’s job

market or unemployed, and unprepared for the rigors of post-secondary education.”

-Transition & Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post Secondary Education & Employment , 2000

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Recent Census Report:l temployment

56% peoplewith disabilities

88% people withoutwith disabilities

employedwithout disabilities

l demployed

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IDEA & Disability PolicyIDEA & Disability Policy

C fCongress finds that:

Disability is a natural part of the human experience and in no way diminishesexperience and in no way diminishes the right of individuals to participate in

or contribute to societyor contribute to society.

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Wh d b i ?Where do we begin?

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Refresh Partnership SkillsKey words

• Equal in value and status. Partnerships require sharingPartnerships require sharing knowledge for the good of the child.

• Independence in regard to each partner’s bringing viewpoints andpartner’s bringing viewpoints and contributions for cooperative decision making

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decision-making.

Refresh Partnership Skills

Key words

• Obligation or responsibility to work g p ytogether for the child’s education. Partnerships are based on mutualPartnerships are based on mutual respect & a shared concern for the welfare of the childwelfare of the child.

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Be Informed - The Secondary T iti IEP t i l dTransition IEP must include:

• Statement of appropriate measurable postsecondary goals based upon age appropriate transition assessments

• Beginning not later than the first IEP to be g gin effect when the child turns 16, then updated annually thereafter

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p y

Dare to Dream

Transition planning is based on ageTransition planning is based on age appropriate assessments and

considers the student’s strengths,considers the student s strengths, interests, and preferences, related to training, education, employment, andtraining, education, employment, and

independent living skills, where appropriate.

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appropriate.

Know how important you t thare to the process

Adults must lead the way for studentsAdults must lead the way for students to develop self advocacy skills so that

th h lf d t i dthey may have a self-determined future.

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Top 10 Things to Remember

1. Start early.

2. Use a common language.

3. Ask questions. Then ask again!

4. Be clear on entitlement vs. eligibility.g y

5 Find out what exists & what doesn’t existPEATC.org

5. Find out what exists & what doesn t exist.

Top 10 Things to Remember

6. Is transition a time of crisis or opportunity?or opportunity?

7 L k t h t h k d & h t h ’t7. Look at what has worked & what hasn’t.

8 Redefine concept of seamless transition8. Redefine concept of seamless transition.

9 View families as assets9. View families as assets.

10.Students aren’t the only ones in transition.PEATC.org

10.Students aren t the only ones in transition.

Case StudyCase Study

Johnny is a 9th grade studentJohnny is a 9th grade student with mild learning disabilities and other health impairments. He is accessing the general ed curriculum with the goal g gof achieving a standard or modified diploma. He enjoys music His parents do not knowHe enjoys music. His parents do not know where to begin transition planning.

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Case StudyCase Study

Johnny would like to attend ycollege & live in a dorm, but hishealth conditions are of concern. Johnny’s special ed case manager has never developed transition goals before p gas this is the first full year as a special ed case manager. Johnny’s PLoP does not g ycontain information about vocational or career interests at this time.

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PEATC Contact Info • Toll Free 1-800-869-6782

Fax 1-800-693-3514• E-mail partners@peatc.org

PEATC H d Ri h d R i l OffiPEATC Headquarters100 N Washington St, Ste 234Falls Church, VA 22046-4523

Richmond Regional Office2922 W. Marshall St.Richmond, VA 23230Falls Church, VA 22046 4523

1-703-923-0010 (Voice/TTY)Richmond, VA 23230

1-804-819-1999 (Voice/TTY)

• Hablamos Español También puede escribirnos a través del correo electrónico a la siguiente dirección, partners@peatc org

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partners@peatc.org

Kathe Wittig VDOE T/TAC at VCUVDOE T/TAC at VCU

www.vcu.edu/ttac

How to get started witht iti l i ?transition planning?

• Age Appropriate AssessmentsAssessments

• Measurable post secondary goals• Measurable post secondary goals

T iti i di t d t• Transition services or coordinated set of activities.

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Transition ProcessTransition Process

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AssessmentAssessment

Is a process of

compiling information

about a student.

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T iti t i thTransition assessment is the beginning point for Transition IEP g g p

development

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An effective transition process identifiesAn effective transition process identifies the skills and knowledge the

student…

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IDEA 2004IDEA 2004

• Requires for successfulRequires for successful transition to adult life

• Currently demonstrates

• Must yet acquire in order to prepare for adult life

(Kochhar-Bryant 2007)PEATC.org

(Kochhar-Bryant, 2007)

HOW? WHEN?

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Start early!Start early!

• Review the student’s K-12Review the student s K 12 growth process in academic & independent living skillsacademic & independent living skills…

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In middle schoolIn middle school

Develop inventories for studentsDevelop inventories for students & parents regarding:

– Interests

– Aptitudesp

– PreferencesPEATC.org

Preferences

Work with guidance to useWork with guidance to use

• online resources• online resources http://www.kuder.com/

Or

• www.vaview.vt.eduwww.vaview.vt.edu

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Next StepNext Step

• Use the transition assessmentsUse the transition assessmentsto drive the development of post secondary goalspost secondary goals.

I t th t iti t• Incorporate the transition assessment information in the Present Level of Ed ti l P fEducational Performance.

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Develop the Present Level p

of Academic Achievement

and Functional Performance

(PLoP)

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Transition Content of IEPTransition Content of IEP

Present level of performance

should relate directly to the other

components of the IEP

(8 VAC 20-80-62, p. 43)

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Where does the transitionWhere does the transitiondata captured in the PLoP fit into the development of the IEP?the IEP?

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• Interests and preferencesp

• Achievement• Achievement

• Learning styles

• Learning strategies

• Adaptive behavior

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• Behavior / social skills

• Work readiness• Work readiness

• Work samples

• Aptitude

• Situational assessment

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How can data be reportedHow can data be reported in a way that reflects the student’s voice and is meaningful to the student’s future?to the student s future?

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IEP Results Processf T iti S ifor Transition Services

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Annual vs. Post-secondaryAnnual vs. Post secondary

• A measurable annual goalA measurable annual goal reflects answers to -“What do we want the student to beWhat do we want the student to be able to do in a year’s time?”

• For transition IEP, “What do we want this student to be able to do relative to poststudent to be able to do, relative to post-school goals, in a year’s time?”

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Annual vs. Post-secondaryAnnual vs. Post secondary

Measurable post secondary• Measurable post-secondary goals are outcomes that occurafter person has left high schoolafter person has left high school.

What a student WILL doWhat a student WILL do (enroll, attend, work)

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Case StudyJohnny is a 9th grade student with mild learning disabilities andwith mild learning disabilities and other health impairments.

He is accessing the general ed curriculum with the goal of achieving a standard orwith the goal of achieving a standard or modified diploma.

He enjoys music. His parents do not know

PEATC.orgwhere to begin transition planning.

Case StudyJohnny would like to attend college & live in a dorm but hiscollege & live in a dorm, but hishealth conditions are of concern.

Johnny’s special ed case manager has never developed transition goals before p gas this is the first full year as a special ed case manager. g

Johnny’s PLoP does not contain information

PEATC.orgabout voc or career interests at this time.

Based on Johnny’s transitionBased on Johnny s transition assessment, it appears that he enjoys music and has other skills

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JohnnyJohnny

• Likes to cook• Likes to cook

• Drive

• Has part time job• Has part-time job

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ExampleExample

• EmploymentEmployment

After high school Johnn– After high school, Johnny will be employed as a chef / cook

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ExampleExample

• Independent Living• Independent Living

–After high school, Johnny will independently acquire and take p y qnecessary medications in the manner prescribed by hismanner prescribed by his physicians.

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Begin with the END i i din mind

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Transition ProcessTransition Process

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Th G id liThree Guidelines for Writing the PLoPfor Writing the PLoP

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#1. Reflect students’ post-secondary goalsg

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Excerpt from PLoPExcerpt from PLoP…Following high school Johnny

plans to go to culinary school to become a chef.

He met with his guidance counselor during his junior year to research options for culinary arts training, as well as the requirements for acceptance….

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#2 Summarize current academic and#2. Summarize current academic and functional achievement, emphasizing

d th t ill i t li ti fneeds that will impact realization of the student’s postsecondary goals

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ExampleExample

Education/TrainingEducation/Training

• After high school, Johnny will complete a culinary arts training y gprogram.

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#3. Document the use of age-gappropriate transition assessments to summarize interests preferencessummarize interests, preferences, strengths, and needs.

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Who might assist in the development of the PLoP?development of the PLoP?

• The student and parent(s) are key members of the Transition IEP team.

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Transition ProcessTransition Process

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