Presented by: Christine Suh

Transition Program AdministratorSW SELPA/Green Dot Public Schools

What are words that describe an effective transition program?

What are skills that should be addressed in an effective transition program?

What are your biggest concerns when addressing transition?

What do you need to improve the transition services provided to your students?

Empowers all students with the skills necessary to achieve their full potential in adult living, through support and collaboration with families, schools and communities.

Part 1:IntroductionsTransition Compliance/Legal MandatesITP Process SW SELPA/Green Dot Public Schools Transition Assessment Manual/Student Portfolio ComponentsPart 2:PD Portal

Assessment/Curriculum Options/RecommendationsHS Transition Grade Level BenchmarksInitial Transition Assessment Rating ScaleCommunity Resource GuideQuestions/Answers/Evaluations

Age AppropriateTransition

Assessment(At least 2

instruments)

Measurable, Meaningful &

Realistic Postsecondary

Goals (Education/Training and Employment REQUIRED,

Independent Living if Assessment indicates

need)

Transition Services to

Support Post

Secondary Goals

Development of

HS Course of Study

Age of Majority

Notification(Age 17)

Summary of Performance

Exit IEPCopy of Current

Evaluation

Content Required for Indicator #13◦ Is there an appropriate measurable postsecondary goal or goals that

covers education or training, employment, and as needed independent living? 

◦ Is (are) the postsecondary goals updated annually? ◦ Is there evidence that the measurable postsecondary goals were

based on age-appropriate transition assessments?◦ Are there transition services in the IEP that will reasonably enable

the student to meet his or her postsecondary goals?◦ Do the transition services include courses of study that will

reasonably enable the student to meet his or her postsecondary goals?

◦ Is(are) there annual goals related to the student’s transition services needed?

◦ Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?

◦ 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?

New Measurements◦ A. Percent enrolled in higher education = [(# of youth who

are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100. Competitively Employed or Some Other Type of Employment

All students prior to their 16th birthday must have a Transition Plan as part of their IEP

All ITP’s must be developed based on the results of “age appropriate transition assessments” All three areas of transition must be assessed:

Education/Training, Employment and Independent Living Informal Interviews Questionnaires IE. Learn to Earn, Ca Career Zone Interest

Profiler, SRI scores, San Diego Quick etc. Formal Commercially made product IE. Woodcock Johnson, Brigance, LCCE etc

Each student must have a minimum of two post-secondary goals listed in their IEP: (goals beyond secondary setting-K-12/transition (22))

One in education/training IE. Upon completion of school, student will obtain a ______

degree/certificate in the field of______ One in employment

IE. Upon completion of school, student will obtain part/full time employment in the field of _____

Independent living is required if identified as an area of need based on assessment

IE. Upon completion of school, student will live in __________________ with independently/with a roommate/family/relatives.

Transition ServicesThis section identifies the coordinated set of activities a student participates in that leads to his/her transition to post school life.This can include guest speakers, field trips, workshops, classes at the occupational center, meetings with counselors, participating on sports teams, balancing check books, participating in vocational activities, participating in CBI

Who can provide services? A Teacher A Counselor Community Based Instruction A Vocational Class Regional Center Etc Etc Parents should NOT be made fully responsible for

service provision.

At least 1 annual goal related to transition MUST be included in the student’s IEP. ◦ Specific transition services DO NOT need to be included in

the ITP/Services page IF there is a SPECIFIC goal targeting transition included in the IEP.

◦ IE. Academic/Vocational goals are related to transition VS specific goals involve transition services/activities that will be addressed for the year.

Each student should have a course of study for high school that is developed based on their interests, preferences, and post-secondary education/training and/or employment goals.

IE. Student would like to attend a vocational program to earn a certificate in Music Production. Course of study should include a music course on or off site in addition to graduation requirements.

Include most current scoresClass of 2012 Currently exempt

Include all accommodations and continue to have students attempt to pass the CAHSEE

Students and parents must be notified of the age of majority on or before the student’s 17th birthday.

Letter, information about conservatorship and alternatives to conservatorship should be provided to parent as well. Letter available at www.animopd.org/sped.html

Section 11

Age AppropriateTransition

Assessment(Academics, Employment, Independent

Living)

Measurable, Meaningful &

Realistic Postsecondary Goal (At least 2-

Education/Training and Employment that identifies what student will do beyond

the secondary setting. Independent Living

Required if assessments identify need)

Transition Services

and Activities to

Support Post

Secondary Goals

HS Course of Study

Age of Majority

Notification(Age 17)

Upon Exiting:Summary of Performance

Exit IEPCopy of Current

Evaluation

All students prior to their 16th birthday must have a Transition Plan as part of their IEP

2 page document that includes the following:

Make sure you have completed the assessments. Invite both the student and parent (unless the

student is over the age of 18) Invite or solicit any input from outside agencies

(depending on the student’s desires and preferences)

The goal for students with special needs, should always be to prepare them for post secondary life.

The IEP/ITP should be tailored to assist them in meeting their post secondary goals in the areas of education/training and employment as well as independent living.

Transition Assessment Manual Components: Section I-Transition Legal Requirements and Best Practices and

Assessment Protocal Section II-CDE 2007 Legal Requirements and Best Practices Resource

Guide Section III-High School Transition Grade Level Benchmarks Section IV-SW SELPA/Green Dot Public Schools Initial Transition

Assessment Section V-Assessment Documentation and ITP Post Secondary Goal

Writing Tools Section VI-Interest, Personality Assessments, and Career Research Sample

Units Section VII-Transition Assessment and Curriculum Recommendations Section VIII-Transition Terminology and Student’s Guide to the IEP Section IX-Contact Information and Online Resources for Transition Section X-Parent and or Guardian Transition Resources Section XI-Example Forms and Letters

Components: Section I-Student Information Section II-Assessment Documentation and

Assessments Section III-Post Secondary Goals and Transition Profile Section IV-Education and/or Training Section V-Employment Section VI-Daily Independent Living Skills and

Community ExperiencesSamples provided in your packets

BREAK

This section provides summaries of legal requirements when addressing Transition.

Entire Transition to Adult Living: An Information and Resource Guide can be found @

http://www.calstat.org/transitionGuide.html

www.animopd.org/sped.html◦ Assessment Resources:

Transition Student Portfolio Section 1-Student Information Section 2-Assessment Documentation/Assessments Section 5-Employment

Transition Assessment Manual Section 4-Initial Transition Assessment

Rating Scale that includes-Independent Living, Employment, Basic Academic, Self Advocacy

Section 7-Assessment/Curriculum Recommendations September Transition Lessons

Separate assessment per/grade level

Can be included as a cover for a student’s transition portfolio.

The main purpose of these Grade Level Benchmarks is to assist case carriers and service providers in developing a structured transition program that builds upon skills that are acquired at each grade level. It provides a framework which will assist stakeholders in providing instruction and services when students enter high school at the 9th grade.

Includes separate benchmarks for students who have mild/moderate disabilities as well as severe disabilities. The grade level and eligibility is identified at the bottom right of each page. (i.e. 9th-MM or 9th-MS)

Includes benchmarks for: Independent Living/Community Experiences Basic Academic Education and/or Training Employment Self Advocacy

The blank lines in front of each benchmark is for students/teachers/case carriers to write dates which indicate when the student has met that particular benchmark.

Draw a star next to 5-10 activities/benchmarks you already address within your classroom/district

Highlight 10 activities/benchmarks you would like to begin addressing.

THINK/PAIR/SHARE

Resources for Services/Activities for M/MRefer to MatrixPD Portal: www.animopd.org/sped.html for Monthly Lesson Plans based on these M/M Benchmarks. Transition Student Portfolio

◦ Worksheets available for activities

Directly aligned to the High School Transition Grade Level Benchmarks

Designed to provide students, parents, teachers and additional service providers with a rating scale to rate the level of competency the student possesses in regards to the benchmarks.

STEPS: Each of the stakeholders would receive a copy and complete their

ratings in their designated column. All copies would be collected by the student’s case carrier and all

scores would be compiled into one copy and averages would be calculated.

Each benchmark and section would receive an average score (i.e. 9th grade Independent Living and Community Experiences).

The IEP team would then analyze which benchmarks and/or sections in which the student received the lowest average scores and then determine which benchmark(s) would be focused on that school year. The areas of focus should support the student in meeting their post secondary goals.

It is recommended that the assessment be completed for the student’s current and previous grade levels. (i.e. For an 11th grade level student, the IEP team should have completed the assessment for 9th, 10th and 11th grade)

This document also includes separate assessments for students who have mild/moderate disabilities as well as students who have moderate/severe disabilities. The eligibility is identified at the bottom center of each page. (i.e. M/M or MS).

Think of 1 student you know well…. Pretend they are in the 9th grade and complete the

assessment for 9th grade. Think/Pair/Share-Is this a useful tool?

The TAPS committee researched and piloted various assessments to provide teachers, services providers, schools and districts with options for transition assessments.

Recommendations include descriptions of the assessment tools as well as purchase and contact information.

A supplemental document is included that provides recommendations for assessments for each grade level beginning at the 9th grade due to the fact that different assessments are to be administered to students every year.

www.animopd.org/sped.htmlTAPS ManualModel Transition Student PortfolioCommunity Resource Guide1 Page matrix of Essential Standards for M/MMonthly Grade Level Lesson Plans based on matrix

Thank you! Please complete the evaluation form!

Csuh@greendot.org213-392-5819