Workshop for Families Transition to Adult Living: An Information and Resource Guide 2007, California Department of Education Prepared by Diana Blackmon,

Workshop for Families

Transition to Adult Living: An Information and Resource Guide

2007, California Department of Education

Prepared byDiana Blackmon,

Ed.D.

Workshop Outcomes

Become familiar with the transition guide Learn why transition services are required Learn about the new the IDEA ’04 transition

requirements: Measurable postsecondary goals Age-appropriate transition assessments Annual goals to support postsecondary goals Transition services Summary of Performance

Learn how to help your child transition from school to adult living

Learn about agencies that support transition

Transition to Adult Living

• Take a few minutes to envision your child when they leave school.

• What words describe the outcomes you envision?

• Now, let’s look at actual outcomes.

Why are transition services required?

Compared to their peers without disabilities, people with disabilities experience:•Half the graduation rate •Higher dropout rates (21% v. 10%)•Lower college entrance/completion •Lower employment (35% v. 78%)•Higher dependency on public assistance•Higher poverty rate (26% v. 9%)•Lower life satisfaction rate (34% v. 61%)

(Pages iv–v, Transition to Adult Living)


Due to these outcome data collected by the:• National Longitudinal Transition Study I/II• National Council on Disability• National Organization on Disability• National Center for Education Statistics• and others

Transition services language in Individualized Education Programs (IEP) have been

required by the Individuals with Disabilities Education Act (IDEA) since 1990


Definition of transition services in the IDEA: …a coordinated set of activities… designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities…

The data just presented indicates a need for improved “results.”

Transition to Adult Living: A Resource and Information Guide

Developed by California Services for Technical Assistance and Training (CalSTAT), through a contract with the

California Department of Education, Special Education Division to

Support schools, districts, and special education local plan areas in the implementation of the secondary transition requirements of the IDEA ’04 and to serve as a

Resource to improve post-school outcomes for students with disabilities.

National Standards and Quality Indicators for Secondary Education and

TransitionThroughout the guide, the standards are reflected and

provide benchmarks to guide practice: • Schooling

School- and work-based instruction• Career preparatory experiences

Career awareness, assessment, and preparation• Youth development and leadership

Self awareness and self advocacy• Family involvement

Meaningful family participation• Connecting activities

Connection to post-school options and resources


The guide contains the following: Legal requirements and best practices

The IEP process

School- and work-based learning

Family involvement and collaboration

Preparing students for diplomas or certificates

A large appendix with resources such as agencies, Web sites, curricula, and sample assessments and goals

The Individuals with Disabilities Education Act

has required transition language in the IEP

since 1990 with the following:An expectation of coordinated servicesTransition planning based on the student's interest

and preferences Including instruction, related services, community

experiences, development of employment, or other post-school adult living objectives, and when appropriate, acquisition of daily living skills and a functional evaluation

Transition servicesTransferring rights at the age of majority

The Individuals with Disabilities Education Act

of 2004 requires:

Transition language in the IEP at age 16Measurable postsecondary goalsBased on age-appropriate assessments related to:

training, education, employment, and, where appropriate, independent living skills

Providing a Summary of Performance upon school exit

Each new requirement will now be explained through a Question and Answer

format

What are Postsecondary Goals?

The IDEA ‘04 requires: appropriate, measurable postsecondary goals

based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills

Postsecondary goals are what the student plans to do upon school exit


The IDEA indicates the need for:

… measurable post-secondary goals … related to training, education,

employment, and, where appropriate, independent living skills

What is the difference between

training and education?


• Training = a program leading to high school completion or certificate like adult education or a short-term training program like a vocational program.

• Education = community or technical colleges (generally two-year programs) or college or university (generally four-year programs)


A student may have either a post-school training or a post-school education goal, both are not necessary.

All students should have post-school employment and education or training goals, and some will have independent living goals, which encompass community participation.

What if the student does not know what they want to do when they leave school?

An initial post-school goal might indicate that the student does not know what they plan to when they leave school. So annual goals could be to participate in self-awareness and career-exploration assessments and activities to help the student develop a better understanding about what post-school options best fit their unique needs and interests.

What are Age-Appropriate Transition Assessments?

The IDEA ’04 requires:

appropriate, measurable postsecondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills


• What is age-appropriate?

Age-appropriate means chronological rather than development age

• What is the purpose of transition assessments?

Age-Appropriate Transition Assessments:

Appendix E of the Transition Guide• Assist the student in

identifying interests and preferences

• Determine appropriate accommodations and supports

• Determine appropriate instruction and activities that will assist the student in achieving post-school goals

• Determine “next steps”

Age-Appropriate Transition AssessmentsOutcomes to Consider

Education/Training• Determine academic and

functional skills• Match academic and

functional skills to post-school goal

• Determine appropriate accommodations needed in school and work

• Match post-school goals to appropriate postsecondary setting (job training, higher education, etc.)

Employment• Determine career

interests• Match career goals to

strengths, interests, and preferences

• Work skills (level of supervision needed, ability to ask for help, task completion)

• Interview skills• Work experience

Age-Appropriate Transition AssessmentsOutcomes to Consider, where needed

Independent living• Selecting a lifestyle

and living arrangement

• Money management• Health care• Mobility (travel

training, driver’s license)

Independent living• Nutrition• Cooking/cleaning• Community

participation• Accessing resources• Connections

established with adult service providers


• In some areas, appropriate assessment data may be

obtained from another section in the IEP, such as

academic achievement necessary to attend college or a

vocational program.

• In other areas, additional assessments may be

necessary, such as interest inventories to determine

post-school interests to develop postsecondary goals.

• Appendix E has a sample assessment process and lists

formal and informal assessments.

What are Annual IEP Goals that Support Postsecondary Goals?

The IDEA ’04 requires, a statement of measurable annual goals as part of the IEP.

Q. Do we need transition-related annual goal(s) to support each postsecondary goal?

A. Not necessarily, if there is an annual goal in another section of the IEP that logically supports the postsecondary goal.


Does the student know what his/her post-school goals are for education or training?

Does the student know what his/her post-school goals are for employment?

If not, annual goals to support self awareness and career exploration might be appropriate.

Annual goals for work or work-like experience (service learning, WorkAbility program, Regional Occupational Program) may also help the student make informed decisions.


Does the student know what their post-school options for

independent living are?

If not, annual goals to support daily living skills,

exploration about housing options and community

resources might be appropriate.

Does the student need connections to post-school adult

service providers?

If so, annual goals to establish those connections

might be appropriate.


Appendix F has sample annual goals that support

postsecondary goals for:

Instruction/training

Employment

Independent living

Most sample annual goals show alignment with

selected English/language arts content

standards or CAPA levels

What are Transition Services?

IDEA ’04 requirestransition services (including courses of study) needed to assist the child in reaching those (postsecondary) goals

Q. What are courses of study?

Q. What are transition services?


A. Courses of study are:– A multi-year description of coursework (necessary) to

achieve the student’s desired post-school goals. For students working toward a general diploma,

a transcript that lists courses taken/courses required may be appropriate.

For students working toward a certificate of achievement/completion, a listing of the academic and functional courses may be appropriate.


A. Transition services may be:

Services the student needs to complete needed courses and succeed in the general curriculum

Services the student needs to accomplish the annual IEP goals that support the postsecondary goals, such as assistance gaining work experience or obtaining a social security number or driver’s license

Section 2 of the guide provides examples of transition services

What is a Summary of Performance?

When the student exits school, the IDEA ’04 requires schools to provide:

A summary of the child’s academic and functional performance, which shall include recommendations on how to assist the child in the child’s postsecondary goals.


The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post-school settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process.


Q. Is a new evaluation required for the summary?

A. No, it is a summary of existing data.

Q. Is an IEP meeting required to develop or provide the summary?

A. No, the summary is not a part of the IEP.


There is no California state recommended Summary of Performance form, but several national organizations held the National Transition Document Summit to develop a model template, now used by several states. Available at:

www.calstat.org/transitionGuide.html

• The template includes the following:


Instructions for completion

Part 1: Background information

Part 2: Student’s postsecondary goals

Part 3: Academic and functional performanceDescribes accommodations/modifications

Part 4: Recommendations to assist goals

Part 5: Student input (recommended)

Questions and Clarifications

• Given the information presented:

• What can you expect to talk about at the IEP meeting regarding the transition from school to adult living?

• What can you expect to see in your child’s IEP related to the transition from school to adult living?

Transition to Adult Living, Section 2 The IEP: A Foundation for Secondary

Transition

Four-Step IEP Process (page 24)1. Identify student’s post-school goals2. Determine present levels of

performance3. Develop annual goals to support

post-school goals4. Identify needed transition services

Transition to Adult Living, Section 2 The IEP: A Foundation for Secondary

Transition

• Section 2 (page 24–44) provides a step by step example of an IEP process that supports transition.

• Each step describes whatThe family can doThe student can doThe teacher can do

Scope and Sequence: Putting it All Together (page 56)

Self Awareness

Decision about high school

Interest inventories

Self esteem

Interpersonal skills

Career Awareness

Connecting school to careers

Online career exploration

Job shadowing

Guest speakers

Career PreparationApplications/résumésInterview skillsPunctuality and appearanceWorking in teams

Work ExperienceROPWorkAbilityWork experienceInternships

Independent LivingCommunity accessTravel trainingHealth, housing, recreation

What Can Parents Do to Help?

• Families provide the most relevant information!

• Look at page 60.• Answer the questions.• The answer to these

questions can help develop transition goals and services.

• Grade-level activities for parents to support transition

• Look at the grade-level activities on pages 61–62.

• How many of these activities do you do?

• If the activities are not applicable to your child, what would be?


Transition Checklist for Parents and Students• Look at the checklist on page 63• What have you done?• What do you need help with?• Who can help?

Examples of Home and School Working Together

• Read the examples on pages 65–66• Each child is unique; the samples are provided to give

families ideas about what they can do to support transition.


• Supporting Self Determination and Advocacy

• Read page 66–67.• What can you do to

encourage self determination and advocacy?

• Student Rights and Responsibilities

• Read page 68.• What are your child’s

rights?• What are your child’s

responsibilities?


• What happens when students reach the age of majority (18 years old)?

• Read page 69–70

• Questions to consider:– Is your child able to make informed

decisions?– Will your child live independently?– Who can help with conservatorship?

What Agencies Support Transition?

• Appendix G: Agencies the Support Transition (page 146)

• Lists major federal/state agencies that support transition

• Describes eligibility and services

• State-level contact information is listed to obtain regional agency

More Resources in the Appendices

Transition to Adult Living: An Information and Resource Guide:

AppendicesA. Transition-Related Legal References OSEPB. Comparison of IDEA ’97 and ’04C. National Standards for Secondary Education and TransitionD. System Assessment and Action Plan ToolE. Transition-Related AssessmentsF. Sample Transition GoalsG. Agencies that Support TransitionH. Students Not Passing the Exit ExamI. CDE Letter about Graduation Ceremony Participation for

Certificate StudentsJ. Transition-Related Web sitesK. Transition-Related CurriculaL. Guide to Acronyms Used

What Agencies Support Families?Parent Training and Information Centers

• Parent Training and Information Centers are a parent-directed, nonprofit

organizations funded by the U.S. Department of Education, authorized under the Individual with Disabilities Education Act (IDEA), as well as private sources. The IDEA states that PTIs will assist parents to:

• Understand special education laws, rights, and responsibilities • Understand their children’s disabilities • Provide follow-up support for the educational programs of their children with

disabilities • Communicate more effectively with special and general educators,

administrator, related services personnel, and other relevant professionals • Participate fully in education decision-making processes, including the

development of the Individualized Education Program (IEP), for a child with disabilities

• Obtain information about the range of options, programs, services, and resources available to children with disabilities and their families

(California Department of Education, Special Education Division)

What Agencies Support Families?Family Empowerment Centers

California Association of Family Empowerment Centers

1029 J Street, Suite 120

Sacramento, CA 95814 Phone 916-325-1690, ext. 306

Fax 916-325-1699


• Hard copies are available free of charge:

Mail:

NCOE-WEST/CalSTAT

Attn: Transition Guide Request

5789 State Farm Drive

Rohnert Park, CA 94928

Email: [email protected]• The guide is also available in an interactive PDF at:

www.calstat.org/transitionGuide.html

Documents

Workshop for Families Transition to Adult Living: An Information and Resource Guide 2007, California Department of Education Prepared by Diana Blackmon,