Kathy Wright

Wright’s Solutions for Special Education

www.wrightsolutions4sped.com

972/742-9366

TCASE January, 20141

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• Excellent: “We don’t want to change a thing”

• Good: “There are a few areas needing improvement”

• Acceptable: No one is complaining, but we know we could do better”

• Needs Improvement: “ We are not compliant and/or people are complaining. We

need to do something”

• Poor: “We have little or no knowledge of what to do or how to do it”

∗ FAPE

∗ Measure of Accountability

∗ High expectations lead to more effective education

∗ “all students should be prepared to lead productive and independent adult lives to the maxim extent possible”

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“Transition transcends all!”

∗ Transition Services: a coordinated set of activities that

are results oriented

Activities include:

∗ Instruction

∗ Related Services

∗ Community Experiences

∗ Vocational education/employment

∗ Adult Living

∗ Acquisition of daily living skills (if appropriate)

∗ Functional Performance

∗ Functional Vocational Evaluation

∗ Transition Assessment4

Setting where transition goals are addressed:

� Special education classroom

� General ed classroom

� CATE

� Job Site

� Speech therapist

� VAC

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Instruction

Activities related to transition goals:

� Volunteerism

� Church activities

� Community Sports

� OJT

� Job shadowing

� Shopping

� Drivers Ed

� Continuing Ed on a college campus

� Transportation

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Community Experiences

CFR 300.43 (purpose of special education)… to “prepare students for

employment, further education and independent living.”

�Focus on improving academic and functional achievement to facilitate movement from school to post-school activities

�Includes post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, and/ or community participation

�Based on individual needs

�Includes instruction, related service, community experiences, employment and other post-school obj. and acquisition of daily living and functional vocational evaluation

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∗ Due Process hearings and court trials generally pertain to two major issues:

� Coordination of and responsibility for services

� Content and construction of transition plans

∗ LEAs are generally not responsible for postsecondary services unless they have failed to provide an appropriate transition plan or services (due process in this area is increasing)

∗ Appropriateness of the plan is the most important issue

(an incomplete plan is considered inappropriate)

(Novato Unified SD)

∗ Any part of the process omitted, incorrect, etc.=Denial of FAPE!

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Most common legal issues:

Appropriateness of the plan

An appropriate plan must:• meet state and federal criteria

• Identify all areas of need through age appropriate assessments• Reflect the evaluation• Address all the areas of potential need

• Nonspecific goals and objectives have resulted in the award of compensatory education (Novato Unified SD)

• Failure to specify a post-school environment(Urban v. Jefferson County)

• Failure to plan and initiate transition services in sufficient time to havethe desired impact. (Mason City)

• Services were not “specially designed instruction” and necessary for student to obtain

education benefit. Student had graduated, but LEAwas ordered to provide post secondary educational services and adultliving services. (Lancaster ISD)

• Denial of FAPE if services stated are not provided (Marshall County Board of Educ.)

• Students new to district-make sure plan is acceptable or write new one• Students with change of placement of eligibility classification

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1. The LEA always retains responsibility for school-aged transition services.

2. The LEA is not responsible for postgraduation services EXCEPT through compensatory education awards for failing to provide an appropriate TIEP or services as specified in the TIEP.

3. The TIEP is the cornerstone of transition. It must be designed to meet all

of the student’s transition needs and must result in a meaningful educational benefit

4. The transition plan must specifically identify the desired adult outcomes to

ensure that the services will produce a path to those outcomes.10

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5. Graduation plans represent a critical juncture in transition planning and services. LEAs must ensure that parents and students

participate in graduation planning.

6. Transition plans must be individualized and based on the students

current levels of academic and functional needs and desired adult outcomes.

7. Transition planning must begin early.

8. Environments for transition must be age and goal appropriate.

(www.ldonline.com)

Focus on Student Not Paperwork

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∗ 1. Assessment

∗ 2. Planning with the student and the family, outside agencies, service providers,

∗ 3. Preparing student to perform functionally

∗ 4. Drive toward a result

∗ 5. Prepare student to “lead productive and independent adult lives to the maximum extent possible” [20U.S.C. 1400(c)(5)(A)(ii)]

Coordinated Set of Services

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PLAAFP= Effective Transition Planning

• Appropriate measureable post secondary goals based upon age appropriate transition assessments related to training, education,

employment,

• “ongoing process of collecting data on individual needs, preferences, and interests….”

• relate to current and future working, educational, living, and

personal/social environments

• chronological age, not development age

• formal or informal

• NOT just interest inventories15

Types of Assessment

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1. Student Interviews

2. Observation IF data is collected

3. Parent Interviews

4. Situational Assessments

5. Rubrics/Matrix

� Student’s vision

� Performance in the area of education affected by the disability

� Functional performance and areas of need

� Age appropriate assessments related to training, education,

daily living skills (if appropriate)

� Accurately describe how disability affects learning and work

� Supplementary services explained and data included

� Objective terms that are measurable

� Where scores are used, ensure they are self-explanatory or an explanation is included

� Must be able to pass the “stranger test”17

∗ Nonacademic∗ Self-determination skills∗ Routine activities of everyday living∗ Executive functioning skills∗ Communication skill∗ Social Skills∗ Technology skills∗ Mobility skills∗ Organizational skills∗ Time management∗ Task completion∗ Self help skills

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∗ An assessment Process

∗ Details Job or Career Interests

∗ Aptitudes

∗ Skills

∗ Information gathered from situational assessments

∗ Observations

∗ Formal or Informal measures

∗ Practical

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Functional Vocational Evaluation

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PLAAFPS(Vision)

POST-SECONDARYGOALS

(Where you’re going)

Post Secondary Goals:

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• must be…

Appropriate, measurable• based on…

Age-appropriate transition assessment• must address…

Training, education, employment, independent living skills, (where

appropriate)

• must include….

Environment (4 year university, community college, on job training, etc.)

• Must explicitly state…

learning or behavior

National Secondary Transition Technical Assistance Center (2009). Indicator 13 training materials. Charlotte, NC: Author. http://www.nsttac.org/content/nsttac-i-13-checklist

Goal: Judy will enroll in a four-year college to

study nursing.Coordinated Activities:

1. Research state universities offering nursing programs

2. Determine entry requirements and cost

3. Take the ACT or SAT 4. Maintain passing grades

in all general ed classes

Post Secondary Goals

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Education

Nonexamples:

Upon graduation, John willstudy marine biology.

• After graduating from HS, JJ will attend a two-year

community college to obtain auto body certification

• After graduation from high school, student will complete a

one-year course to become a manicurist

• Within two years of graduation from high school, student will

have completed a basic course in culinary arts

• After graduating from high school, student will receive job

development services from vocational rehab program for

training in supported employment and volunteerism.

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Employment

John will seek a part-time job.

• Within one year of graduation, student will enlist in the

Marines

• After graduation from high school, student will remain

employed, full-time on his father’s farm

• After graduation from high school, will gain part-time

employment in retail

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PLAAFPS(Vision)

POST-SECONDARYGOALS

(Where you’re going)

Annual Goals(How you’re going to get there)

Post secondary goal:

A statement of what will happen after graduation.

Expected skills to support transitional goal:

Class/course

Activity

Annual transition goal:

Leads to post-secondary goal

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Post secondary goal:

Student will attend community college to study nursing

Expected skills:

Student will complete general ed course work with no

modifications

Annual goal:

Student will pass biology and end of course exam

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• Lead to post secondary goals

• Include academic and functional goals

• May or may not be standards based

• Will more than likely need short term objectives

• At least one annual goal needs to address postsecondary goals

• An annual goal could address multiple goals

By the end of the second semester, student will take the ACT and/or SAT, and will review results with case manager.

At the end of 36 weeks, student will be able to complete various on-line job applications, with minimal assistance, and 80% accuracy.

During the second semester of the 2013-14 school year, student will attend all scheduled classes 90% of the time as measured by student attendance

records.

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Postschool Vision

PLAAFPS

Post Secondary Goals

Annual Goals

Short Term Objectives29

1. Are there appropriate measurable postsecondary goals in the areas of training, education, employment, and, where appropriate, independent living skills?

2. Are the postsecondary goals updated annually?

3. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment(s)?

4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?

Indicator 13 Checklist

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5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?

6. Is (are) there annual IEP goal(s) related to the student’s transition services needs?

7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?

Indicator compliance does not mean compliance! Document, document,

document31

∗ Planning is done at ARDS and not addressed again until the next year’s ARD

∗ PS goals are not measurable

∗ PS goals are not realistic

∗ PS goals aren’t aligned to SOS or grad. plan

∗ No annual goals

∗ Annual goals don’t lead to PS outcomes

∗ Transition is not addressed in PLAAFPs

∗ Focus is on getting kids “graduated”

∗ Person writing the plan doesn’t know the student

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Begin With The End in Mind!

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Transition planning is not an event or an IEP supplement.

Design the school years to ensure that students have the opportunity, and gain the skills needed to achieve post school education, employment, and living goals.

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You have to know where you’re going to know how to get there.

∗ Enable students to attain post-school goals, involve students in identifying and making linkages to post-school supports and programs before exiting the school system.

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Won’t know the answers if you don’t ask the questions.

∗ Case Managers lead planning

∗ Direct ongoing planning occurs outside of ARD

∗ Students identify realistic outcomes

∗ Students strengths and needs are considered

∗ Focus on moving to post-school activities, NOT ending services

∗ Teaching requisite skills for college prep and/or technical training

∗ Specific planning-Not Cookie Cutter

∗ Students and Parents are involved

What we should be doing

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• Case Managers lead transition planning

• On going assessment• Student interviews

• Person Centered Planning

• SOP folder

• SOP checklist

• Teach Self-Determination

• Student led ARDS

• Agency Information

• Document, Document, Document

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• Student HAS to attend, so involve them

• Student’s input is key to determining post high school goals

• Student led ARDS teach self-determination in a real world setting

• Student knows more about their disability, strengths, and needs

• Student advocates for accommodations

• ARD members reach consensus easier

• ARDS are more positive

• Parents contribute more

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The Summary of Performance provides the student with information regarding their academic achievement and functional

performance and is related to postsecondary goals. The process must be initiated by age 14 and no later than 8th grade.

Sample SOP checklist

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Summary of Performance Portfolio

Name:________________________SS#_____________________BD______________

Date of 1st Transition Planning:____________

Projected Graduation:_______________

The following items MUST be included and should be maintained in the student’s SPED folder.

One copy of the results of 2 vocational assessments (one completed by end of 8th grade and another completed by end of 12)

• Interest Inventory/Survey (completed by the end of 8th grade)

• Functional Vocational Assessment Checklist

• Vocational Experience/Exploration Summary (Situational Assessment)

• Parent Survey (completed prior to every annual ARD)

• Four Year Course of Study planning chart

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• Copy of AAR

• Student Led ARD agenda

• Transition goals (reflected in the IEP, and updated annually)

• Copy of students Senior Annual ARD (identifying accommodations and modifications needed for post-secondary education and including Transition Supplement)

• Volunteer Verification Sheet (to be addressed and updated annually)

• Agency Verification Sheet

• Copy of Accuplacer, THEA, SAT or ACT if going to a post-secondary setting

• Employment Verification Sheet indicating 12 consecutive weeks of employment

Portfolio is maintained in student’s Special Ed folder and given to student when services end.

Student/ Case

Manager

Self Det., Person

Centered Thinking and

Planning, Assessment

PLAAFP

Post-Secondary

Goals

Annual Transition

Goals

Student graduates

prepared for a successful

future

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Transition Planning

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Resources

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Association on Higher Education and Disability (AHEAD)www.ahead.org

Council for Exceptional Childrenwww.cec.sped.org

Division for Career Development and Transitionwww.dcdt.org

Do It Program-University of Washingtonwww.washington.edu/doit

Institute for Person-Centered Practiceswww.person-centered-practices.org

More Resources

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Kansas Universitywww.transitioncoalition.org

My Graduation Planwww.mygraduationplan.com

National Center on Secondary Education and Transition:www.ncset.org

National Dissemination Center for Children with Disabilitieswww.nichey.org

National Secondary Transition Technical Assistance Centerwww.nsttac.org

And MORE!

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Texas Education Agencywww.tea.state.tx.us/sped

The Center for Self-Determinationwww.centerforself-determination.com

Transition in Texaswww.transitionintexas.org

TSLPwww.tslp.org

Zarrow Centerhttp://www.ou.edu/content/education/centers-and partnerships/zarrow.html

Wright’s Solutions

Transition /PLAAFP WORKSHEET: (based on student’s desired post-school goals…identifies current strengths, concerns, and needs) Post-school goals and vision for future are utilized to determine where they are currently functioning in relation to those goals.

My post school goals:

Where I want to live: ___needs exploration __ documented in IEP

My career options: ___needs exploration __ documented in IEP Involvement in community

and leisure activities: ___needs exploration __ documented in IEP

Additional instructional needs beyond high school: ___needs exploration __documented in IEP

Strengths and Concerns: PLAAFP Statement: Independent Living Skills: ___strength __ concern __ assessment needed

PLAAFP Statement: Mobility: ___strength __ concern __ assessment needed

PLAAFP Statement: Career readiness: ___strength __ concern __ assessment needed

PLAAFP Statement: Work Experience: ___strength __ concern __ assessment needed

PLAAFP Statement: Critical thinking/ problem solving: ___strength __ concern __ assessment needed

PLAAFP Statement: Community Participation: ___strength __ concern __ assessment needed

PLAAFP Statement: Post-school training/

Wright’s Solutions

college : ___strength __ concern __ assessment needed

Summary of Performance Portfolio

Student Name:________________________ SS#_____________________BD______________

Date of 1st Transition Planning:______________ Projected Graduation:___________________

The Summary of Performance provides the student with information regarding their

academic achievement and functional performance and is related to postsecondary goals.

The process must be initiated by age 14 and no later than 8th grade.

The following items MUST be included and should be maintained in the student’s SPED

folder.

One copy of the results of 2 vocational assessments (one completed by end of 8th

grade and another completed by end of 12)

Interest Inventory/Survey (completed by the end of 8th grade)

Functional Vocational Assessment Checklist

Vocational Experience/Exploration Summary (Situational Assessment)

Parent Survey (completed prior to every annual ARD)

Four Year Course of Study planning chart

Copy of AAR

Student Led ARD agenda

Transition goals (reflected in the IEP, and updated annually)

Copy of students Senior Annual ARD (identifying accommodations and modifications

needed for post-secondary education and including Transition Supplement)

Volunteer Verification Sheet (to be addressed and updated annually)

Agency Verification Sheet

Copy of Accuplacer, THEA, SAT or ACT if going to a post-secondary setting

Employment Verification Sheet indicating 12 consecutive weeks of employment

Portfolio is maintained in student’s Special Ed folder and given to student when services end.

Biography

Kathy Wright is an educational consultant specializing in Special Education policies

and procedures with a focus on appropriate transition planning and services.

With over 40 year of experience in the field of special education, Kathy now trains

teachers on topics such as the ARD process, PLAAFPS, standards based goals and

objectives, transition planning, and case management. She works with school

districts to collaboratively identify systems changes and provides necessary

training to individuals and groups to implement those changes in order to provide

consistent, efficient and compliant student services. Kathy has presented to the

ARC of NETC and Region 3 and 7 Educational Service Centers. Kathy is passionate

about improving the quality of life for all persons with disabilities.