Welcome!TOPIC: Transition for Students

with DisabilitiesEEX 6065:

Instructional Strategies 6-12

Advance Organizer

• Definitions of Transition

• Legislative Changes

• Accountability / Reality in Florida

• The Transition Process

• Diploma Options

• Transition “Tool Kit”

• Dare to Dream

Definitions of TRANSITION

• THINK-PAIR-SHARE– In general, what does the term

“TRANSITION” mean to you?– Specifically, what do you believe

“TRANSITION” means for students with disabilities?

– How is “TRANSITION” in secondary programs best accomplished?

– What is your “role as a teacher” related to the transition process?

TRANSITION- In General

• The American Heritage

Dictionary (1999) defines

transition as “the process or

an instance of changing from

one form, state, activity, or

place to another”.

Changes in the Definition of Transition…

• Since the early 1980s, federal law has underscored the need for comprehensive transition planning and broadened its focus

• Legislative Charge (Madeline Will) -1984 – Process Orientated

• The 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) defines transition services as a coordinated set of activities for a student – Outcome Orientated

• IDEIA 2004 requires formulation of measurable postsecondary goals and transition services needed

Transition for Students with Disabilities is…

• … a period that includes high school, the point of graduation, additional postsecondary education or adult services, and the initial years in employment.

• … a bridge between the security and structure offered by the school and the opportunities and risks of adult life.

– Madeline Will, 1984, U.S. Office of Special Education and Rehabilitative Services

Transition from School to Work and Adult Life…

• … is an outcome-oriented process encompassing a broad array of services and experiences that lead to employment.

• … requires sound preparation in the secondary school, adequate support at the point of school leaving, and secureopportunities and services, if needed, in adult situations.

– Madeline Will, 1984, U.S. Office of Special Education and Rehabilitative Services

Transition – movement to student focused…

• Today, transition is seen as more than providing service routes in the individual's movement from high school to employment

• Transition is seen as a comprehensive approach to educational program development consisting of an alignment of student goals with educational experiences and services

IDEA (1997) Federal Definition of Transition

• Is designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

IDEA (1997) Federal Definition of Transition Continued…

• Is based upon the individual student's needs, taking into account the student's preferences and interests.

• Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

IDEA (1997) Federal Definition of Transition Continued…

• IDEA also states that transition planning must be part of the Individualized Education Program (IEP) and begin at age 14.

• By age16, the IEP should contain a statement of needed transition services for the child, including, when appropriate, a statement of inter-agency responsibilities or any needed linkages.

• Further, students must be invited to attend their IEP meetings if the purpose of the meeting will be to consider the student's transition service needs

IDEIA 2004, Definition Changes…

• Identifies providing effective transition services to promote successful post-school employment or education as an important measure of accountability for children with disabilities

• Requires formulation of measurable postsecondary goals and transition services needed by a child beginning no later than the first IEP to be in effect when the child is 16 and updated annually thereafter

Five Minute Mind Map

• Working collaboratively with one colleague

• Create a mind map of the various definitions and legislative components of the transition process

Reality in Florida…

SOMETHING TO THINK ABOUT

• Keeping in mind what you already know about the legislative components…

• How can we help students and families IN FLORIDA make the right decisions regarding their lifelong goals and the transition process?

Students with Disabilities 399,864 students, ages 3-21

EMH7% SI

14%

LI9%

EH/SED9%SLD

45%

Other16%

Survey 2 Data, October 2006 as of 12/23/06

Disabled15%

Nondisabled85%

Survey 2 data, October 2003, as of November 24, 2003.

Students with Disabilities Percent of Total Population

Survey 2 Data, October 2006 as of 12/23/06

Students with Disabilities by Grade Grouping

Source: Survey 9, December 1, 2006 as of 1/14/07

Grades 4-839%

Grades K-3 28%

PK 6%Grades 9-12

27%

Least Restrictive Environment

In 2006-07– 50% of SWD ages 6-21 served in

a regular class– 21% served in resource room– 20% served in a separate class– 2% served in public separate

school– 2% served in other environments

Accountability

Florida’s Single Accountability System

• School Grades (A+)

• Adequate Yearly Progress (AYP)

• Return on Investment (ROI)

Measures Working Together

FCAT Participation/PerformanceFCAT Reading Participation and Performance

Selected Grade Levels Students with Disabilities 2000-01 through 2003-04

3633

15

10

58

42

9

13

24

3132

36

62

79

87

60

78

87

42

28

7

13

87

82

70

31

24

0

10

20

30

40

50

60

70

80

90

100

4th 8th 10th 4th 8th 10th 4th 8th 10th

Participation Level 2+ Level 3+

Per

cent

age

2000-01 2001-02 2002-03 2003-04

Alternate Assessment Reading Participation and Performance

Alternate Assessment Reading Participation and PerformanceStudents with Disabilities

2003-04

8

70

10

63

8

57

10

55

10

52

11

50

16

47

19

51

0

10

20

30

40

50

60

70

80

Participation Performance 3+

Pe

rce

nt

3rd 4th 5th 6th 7th 8th 9th 10th

Issues and Considerations

• At your tables, brainstorm as many issues and considerations to enhance this very important process of improving the outcomes for students with disabilities.

The Transition Process• What is my role as the Exceptional

Student Educator in the Transition IEP process?

• Who should be involved in the Transition IEP?

• What about Diploma Options?• How do I make this an ongoing,

student outcome based process?• How do I describe and complete the

transition process?

FDOE Resources

http://www.fldoe.org/ese/pdf/Transition.pdf

What is my role in the Transition IEP (TIEP) process?

• You may follow a checklist to prepare for the Transition IEP meeting

• Review what needs to be done before, during and after the TIEP meeting.

• Involve teachers, student and families in the planning process

Who Attends Transition IEP Meetings?

• The parents of a child with a disability• At least one regular education teacher (if the child is,

or may be, participating in the regular education environment)

• At least one special education teacher, or where appropriate at least one special education provider

• A representative of the local education agency who -- – is qualified to provide, or supervise the provision

of, specially designed instruction to meet the unique needs of children with disabilities

– is knowledgeable about the general curriculum and

– is knowledgeable about the availability of resources of the local education agency

Who Attends Transition IEP Meetings? (continued)

• An individual who can interpret the instructional implications of evaluation results; who may be a member of the team described in the previous clauses

• At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate

• Any outside agencies that may be providing services to the student

• If appropriate, the child with a disability

Before the Transition IEP Meeting (TIEP)

• Become familiar with community resources and services

• Obtain consent from parents/student for release of information if other agencies are to be involved.

• Determine present level of performance• Identify future expectations and dreams

from family, student, and community members.

• Identify people who should be involved in transition planning meeting(s).

Before the TIEP (continued…)

• Determine best dates and times for family, student, school representatives and community agencies.

• Send out written notification of meeting to family, student, and agency representatives.

• Ensure that student is familiar with their role in the transition IEP meeting and possesses the skills necessary to participate fully.

• If the student and/or family will not be attending the IEP meeting, document how their preferences, interests and needs were identified and how they have been involved in the transition planning process.

During the TIEP Meeting

• Set a positive and collaborative atmosphere for the meeting.

• Have student facilitate meeting or ensure their active involvement in meeting.

• Develop a vision for the future and/or reach agreement on vision.

• Identify desired post-school outcomes based on the vision.

• Review student's present level of performance, needs, interests, and preferences.

During the IEP (continued…)

• Develop annual goals that address needed transition services (post-school outcomes) and include instruction, related services, community experiences, employment and post-school adult living, and if appropriate, daily living skills and functional vocational evaluation.

• Develop short-term objectives. Identify interagency responsibilities or linkages, if appropriate. Assign any follow-up responsibilities or activities, as needed.

After the TIEP Meeting

• Implement the Transition IEP. • Adapt or change curriculum focus, if needed,

based on transition outcomes. • Adapt or change instructional techniques, if

needed. • Adapt or change assessment and evaluation

procedures, if needed. Reconvene the Transition IEP.

• Hold any follow-up transition meetings, if necessary.

• Remember, if the purpose of these meetings is to discuss transition services, the student must be invited.

Information Developed by the Transition Coalition at the University of Kansas Special Education Department

What about Diploma Options?

• Students should select the diploma option that best prepares them for education and career goals after high school

• Students and their parents must receive information regarding graduation options at the beginning of every school year between grades six and twelve

• Students and their parents together should make an initial selection during the student’s eighth grade year, prior to the beginning of the first year of high school

Standard Diploma Options

• A traditional 4 year 24 credit program• A 3 year, 18 credit college preparatory

program• A 3 year, 18 credit career preparatory

program• All standard diploma options require

a 2.0 grade point average AND earn passing scores on the Grade 10 FCAT for reading and mathematics

FCAT Waiver

• A new provision gives the IEP team the authority to waive passage of the FCAT as a requirement for graduation with a standard diploma in the traditional 24-credit graduation program only. This new waiver option became available for 2003 graduates.

• In order for the FCAT graduation requirement to be waived, the IEP team must meet and compile the form titled Waiver of FCAT Graduation Requirement for Students with Disabilities during the student's senior year to document whether or not the FCAT can accurately measure the student's abilities, taking into consideration allowable accommodations.

FCAT Waiver

• If there is sufficient evidence that the student has mastered the applicable Sunshine State Standards and the IEP team determines that the FCAT is not an accurate measure of the student's ability, even with allowable accommodations, the FCAT requirement may be waived and the student may graduate with a standard diploma.

To be considered for the FCAT Waiver a student must…

• Be identified as a student with a disability• Have an IEP• Be an enrolled senior seeking a standard

diploma• Demonstrated mastery of the Grade 10

Sunshine State Standards• Have taken the Grade 10 FCAT with

accommodations at least twice• Have participated in intensive remediation for

both reading and math and have participated in FCAT in March during Senior Year

• Be progressing toward meeting state’s 24 credit course requirements and have a 2.0 GPA

Special Diploma Options

• Available for students who are not able to meet the requirements for a standard diploma

• All students with disabilities qualify except students solely identified as Visually Impaired and Speech Impaired

• Special Diploma Option 1 and 2

Special Diploma Option 1

• Students must earn required number of credits specified by local school board

• Credits may be earned taking basic, ESE or career/technical education classes

• Students must master the Sunshine State Standards for Special Diploma at their appropriate level of functioning– independent, supported or participatory

Special Diploma Option 2

• Based on a mastery of a set of competencies identified for each student in a graduation training plan, related to employment and access to the community

• Student must be successfully employed full-time in the community for a minimum period of one semester, earning at least minimum wage, at time of graduation

• Achieve all annual goals related to employment and community competencies identified in transition IEP

Dare to Dream

• A Student-Centered planning book for students with disabilities to help them plan their post school outcome and their future

• FREE! Available through DOE– www.myfloridaeducation.com/commhome/

Dare to Dream Process

• Step by step planning guide to help students discover how they can be involved in the transition into adult life

• Guides student in planning and facilitating their own Transition IEP Meeting

My Dreams My Supports

Planning My Dream My Transition IEP Team

Where Do I Want to Live

How will I get Around My Community

What Job Do I Want to Have

My Dream Job

What do I Want to Do in My Leisure Time

Getting Involved in My Community

My Desired Post School Outcomes

My Personal Learning Style

My Graduation Requirements

Making My Dreams Come True

Transition “Tool Box”

• Research, best practices, and available resources

• Research activity• Five major areas of resources

– Student-focused planning– Student development– Interagency collaboration– Family involvement– Program structure

One Minute Paper

• Think of a student you currently have or had in the future

• Is this student able to pursue his/her dream? Is this student involved in the planning of their future? What barriers are in the way?

• Turn in for final reflection paper.

Power of One!

• Power of One

• We can choose to change and make a difference…..FOR GOOD! For Good!

TEACHERS…STUDENT INTERNS……COACHES…TEACHER

EDUCATORS….RESEARCHERS….

• YOU make the critical difference in a student’s life. It is your continued

commitment, learning, and caring that make all of the

difference! Your leadership makes all dreams possible!• We make a difference

• FOR GOOD! http://www.oprah.com/oprahshow/Kristin-Chenoweth-Sings-For-Good-Video

It has been our humble and sincere pleasure to facilitate the continued

learning for all of us this semester as we focused on curriculum and instruction for

students with exceptional needs.SINCERE THANKS!

Lisa Finnegan, M.Ed.Marcey Kinney, Ph.D.

Mary Little, Ph. D.

Post Organizer

• CELEBRATION!

• CONGRATULATIONS!

Thank You for a Wonderful Class!