Secondary Transition ServicesYTP Statewide Conference

Hood River, OregonFebruary 18, 2010

February 2010 Oregon Department of Education 1

February 2010 Oregon Department of Education 2

Student

Other Agencies

Age Appropriate Transition

Assessment

Measurable Postsecondary

Goals

Annual Transition

Goals

Transition Services

Course of Study

Invite the student--Student PINS

Invite the student

The public agency must invite a student with a disability to attend the student’s IEP Team meeting if a purpose of the meeting will be the:– consideration of the postsecondary goals for the student; and,

– transition services needed to assist the student in reaching those.

• IEP Team must actively involve

the student in developing

his/her IEP.

 

February 2010 Oregon Department of Education 3

Why do we want students to be an active part of IEP planning?

• Engage youth (and families) in transition planning – Help students set attainable employment and

postsecondary school/training goals

•  Prepare youth (and families) for their future – Teach self-determination & self advocacy skills

– Provide opportunities for students to practice these skills

– Self-Directed IEPs

•  Keep youth in school – Build relationships with youth

– Set high expectations and provide support

– Make content meaningful and relevant

February 2010 Oregon Department of Education 4

Student PINS

• Preferences Interests Needs Strengths

• These PINS will describe – what the student wants to do when he/she has

completed school (e.g., further education, employment, military, etc.),

– how they want to live (e.g., independent living, apartment, group home, etc.), and

– how they want to take part in the community (e.g., transportation, recreation, etc.)

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Age-appropriate Transition Assessments

The IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills

Formal Transition Assessment

• Adaptive Behavior/Daily Living Skills • General and Specific Aptitude Tests• Interest Inventories• Intelligence Tests• Achievement Tests• Temperament Inventories/Instruments• Career Maturity or Employability Tests• Self-Determination Assessment• Transition Planning Inventories

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Informal Transition Assessment Methods

• Interviews and questionnaires

• Direct observation

• Curriculum-based assessments (CBA)

• Environmental analysis

February 2010 Oregon Department of Education 7

http://www.nsttac.org/pdf/trans_fact_sheet.pdf

Postsecondary Goal

• Measurable

• Goals that a student hopes to achieve after leaving high school

• Major life accomplishments or milestones; the next major step after high school.

• Describes a state or condition that you can see/observe and, with a high level of confidence, determine if it has been accomplished or not accomplished.

• Identifies what will occur to indicate goal accomplishment

 February 2010 Oregon Department of Education 8

How do we write Postsecondary Goals?

• Based on age appropriate transition assessment

• Uses the student’s preferences, interests, needs, and strengths (PINS).

• Indicate when it will be completed or accomplished (i.e. after high school, after graduating, three months from graduation,)

February 2010 Oregon Department of Education 9

Annual IEP Goals

• Measurable

• Academic and functional goals

• Reasonably accomplish in 12 months

• Direct relationship between GOAL and present levels

• designed to assist the student in progressing toward the student’s postsecondary goals.

  For each postsecondary goal an annual goal(s) should

be included in the IEP that will help the student make progress towards the stated postsecondary goal(s).

February 2010 Oregon Department of Education 10

Post Secondary Goals

• After High School

• Timeline for completion

• Measurable

• Based on Age Appropriate Transition Assessment

• Written in areas of:– Education/Training

– Employment

– Independent living skills, when appropriate

Annual Transition Goals

• During High School

• 1 year goal

• Measurable

• Based on student’s needs

• Written in areas of:– Academic

– Functional

– Reasonably enabling the student to meet the postsecondary goals

February 2010 Oregon Department of Education 11

vs

Transition Services• "Transition services" means a coordinated set of

activities for a student with a disability that is:

– Results-oriented

– Focused on improving the academic and functional achievement

– Facilitating student movement from school to post school activities, including:

• postsecondary education,

• vocational education,

• integrated employment (including supported employment),

• continuing and adult education,

• adult services,

• independent living, or community participation

February 2010 Oregon Department of Education 12

Transition Services

• Must be a type of – instruction, – related service, – community experience, – development of employment – post-school adult living objectives, – acquisition of daily living skills,

– provision of a functional vocational evaluation

• listed in association with meeting the post-secondary goals

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Courses of Study

• A multi-year description of coursework to achieve the student’s desired postsecondary goals

• List or a description of the type of courses the student WILL take from the date of that IEP to their anticipated exit year

• Related directly to helping the student meet his/her specific postsecondary goals.

• Updated annually

• Simply stating “the student will take all of the courses necessary for a regular high school diploma” is not sufficient. Or that “the student will meet the district’s course requirements for graduation” is also not sufficient.

February 2010 Oregon Department of Education 14

Other Agencies• To the extent appropriate, with the consent of the parents or a child

who has reached the age of majority, in implementing the requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

• For the current year, is there evidence in the IEP that representatives of any of the following agencies were invited to participate in the IEP development:– postsecondary education, – vocational education, – integrated employment (including supported employment),– continuing and adult education, – adult services, independent living or community participation

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Examples of Participating Agencies Who Might Provide or Pay for Transition Services  • Vocational Rehabilitation

• “Brokerage” Representatives

• County Mental Health Services

• Career Centers/Job Centers

• Workforce Development Boards-Youth Councils

• County Developmental Disabilities Services

• Community College System

• County Case Worker/Social Workers

• Social Security Administration

• Legal Aid

• School to Work Programs

• Workforce Investment Act (WIA) Representatives

• Independent Living Centers

February 2010 Oregon Department of Education 16

Jackie Burr

503-947-5639

Jackie.burr@state.or.us

http://www.ode.state.or.us/

search/results/?id=266

Peter FitzGerald

(503) 522-6973

petefitz@q.com

http://www.ytporegon.org

February 2010 Oregon Department of Education 17