California Department of Education, Special Education Division’s special project, California Services for Technical Assistance and Training (CalSTAT) is funded through a contract with the Napa County Office of Education. CalSTAT is partially funded from federal funds, State Grants #H027A080116A. Additional federal funds are provided from a federal competitively awarded State Personnel Development Grant to California (#H323A070011) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U. S. Department of Education.
Prepared by Diana Blackmon, Ed.D.
Slide 1:
The purpose of this workshop is to provide families with information and resources about the transition services language required in the Individualized Education Program (IEP) for students with disabilities age 16, or younger of appropriate, as mandated by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA '04).
The workshop is presented in a question-and-answer format. In addition to the PowerPoint slide presentation with Workshop Facilitator Notes, the Transition to Adult Living: An Information and Resource Guide (CDE, 2007; referred to as the guide) is used as the reference text for the training and offered as on ongoing resource for implementing transition services.
Slide 2: Provide an overview of the workshop, and ask if there are other topics families would like addressed.
Slide 3:
It is important to help families understand WHY transition services language is required in the IEP. This activity and the next three slides present information to illustrate the difference between what we want for students when they leave school and what actually occurs.
Ask families to envision the outcomes they want for their children when they leave school either by graduation or reaching the age of 22. It is helpful to chart responses to refer back to throughout the training.
Compared to their peers without disabilities, people with disabilities experience:
Slide 4:
This slide illustrates the actual post-school outcomes for students with disabilities. Explain that over twenty years of research on the post-school outcomes for students with disabilities reveals that, on every measure, the post-school outcomes for students with disabilities are not as positive as their peers without disabiities.
The research cited is on pages iv-v of the Transition to Adult Living: An Information and Resource Guide.
Due to these outcome data collected by the:
Transition services language in Individualized Education Programs (IEP) have been required by the Individuals with Disabilities Education Act (IDEA) since 1990
Slide 5:
Several national agencies and organizations regularly collect data on the status of individuals with disabilities, which policymakers take into consideration when making decisions about educational policy. Due to the post-school outcomes for students with disabilities just presented, the IDEA has required transition service language in every students IEP by the age of 16, or younger if appropriate, 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."
Slide 6:
This slide shows the definition of transition services in the IDEA '04, which is designed to provide RESULTS, including academic and functional achievement, that will that improve the outcomes just presented.
Slide 7: Slides 7-10 presents the Transition to Adult Living: An Information and Resource Guide.
The California Department of Education, Special Education Division, through a contract with California Services for Technical Assistance and Training, produced the Transition to Adult Living: An Information and Resource Guide. The guide is designed to serve as a resource for schools, districts, county offices of education, special education local plan areas, families, students, and other agencies who serve students with disabilities; to provide technical assistance in the implementation of the transition requirements of the IDEA '04; and to improve the post-school outcomes for students with disabilities.
Throughout the guide, the standards are reflected and provide benchmarks to guide practice:
Slide 8:
In addition to the IDEA '04, the practical foundation of the guide are the National Standards and Quality Indicators for Secondary Education and Transition. The standards were developed by several national organizations through funding from the U.S. Department of Education, Office of Special Education Programs. The standards and quality indicators serve as benchmarks of practice that lead to effective transition services and post-school outcomes for students.
The standards are illustrated throughout the guide to reflect alignment between the requirements of the IDEA '04 and research-supported practice. The standards address five major areas: school experiences that support post-school success, career preparatory experiences, student leadership experiences including self advocacy, involving families in transition planning, and helping students make connections with post-school activities and agencies.
The guide contains the following:
Slide 9:
This slide provides a brief overview of the contents of the guide. A description of the resources in the appendix and information about obtaining additional copies of the guide will be presented at the end of the training.
Next, a detailed description of the transition service language requirements in the IDEA '04 will be provided.
Slide 10:
Review the elements that remain the same as they were in the IDEA '97 to illustrate the evolution of transition in the IDEA and to connect the new information with what participants may already know about transition services language in the IEP.
The IDEA '04 continues the expectation that schools, agencies, families, communities, and the student will work together to provide coordinated services that support the movement from school to adult living. To be meaningful, transition planning must be based on the student's interests and preferences for their future.
Schools must provide transition services language in the IEP in the areas of: instruction, community experiences, employment or further education, and related services that the student may need to access transition services. Some students may also need instruction in daily living skills and a functional evaluation to inform transition needs.
The student and family must still be informed that educational rights will transfer to the student upon reaching the age of majority, which is 18 years old in California.
Each new requirement will now be explained through a Question and Answer format
Slide 11:
This slide presents an overview of the new transition services language in the IEP required by the IDEA '04.
Families may be surprised to see that transition services language is required in the IEP at age 16 and not age 14 as in the IDEA '07. Explain that IEP teams may decide to include transition language earlier than age 16 if appropriate for the student.
The training will now explain the new transition service language requirements in the IDEA '04:
Note: The terms post-school and postsecondary are used interchangeably in this presentation.
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
Slide 12:
This slide shows the IDEA '04 language requiring measurable postsecondary goals in the IEP related to employment, education, training, and, if appropriate, independent living, and further explains that postsecondary goals are what the students plans to do when they leave school.
For a post-school goal to be "measurable," it is an activity can happen or not happen, such as, plans to work in the health field and plans to attend community college. If the post-school goal is something that occurs after the student exits school and can or cannot happen (yes, attended community college; or no, did not attend community college), then it is a measurable postsecondary goal.
The difference between measurable postsecondary goals and annual goals that support the postsecondary goals are discussed in slides 23-26.
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?
Slide 13
The IDEA '04 requires post-school goals in the area of employment, education, training, and, if appropriate, independent living. The question arises, is there a difference between education and training?
According to the National Secondary Transition Technical Assistance Center, there is a difference between training and education.
Facilitator Note:
The U.S. Department of Education, Office of Special Education Programs (OSEP), established the National Secondary Transition Technical Assistance Center (NSTTAC) to support states and monitor implementation of transition services language in the IEP.
Slide 14:
The National Secondary Transition Technical Assistance Center defines training as a program that leads to a diploma, like a GED class, an adult education class, or a short-term vocational training program like a Regional Occupation Program.
The National Secondary Transition Technical Assistance Center defines education as postsecondary education like a community college or university. To compare, training is a high school completion or short-term vocational program, and education is a college or university program.
Some students may also need post-school goals for independent living such as supported living or living with family or friends that may include helping the student and family make connections with the post-school adult providers who will assist the student when they exit school.
Slide 15: Summarize by explaining that all students should have a post-school employment goal and a training or education goal that supports the employment goal. Some students may also need a goal for independent living.
Slide 16:
Acknowledge that all students do not necessarily know what they want to do when they leave school. What would be an appropriate post-school goal in that situation? A possible post-school goal may be to acknowledge that the student does not know what his or her post-school plans are, and that the annual goals and transition services will focus on self awareness and career awareness to help the student make informed decisions about the future.
Refer to the Scope and Sequence of Transition instruction and services described on page 56 of the guide and to the sample annual goals in Appendix F for ideas of activities that will help students develop meaningful postsecondary goals.
The next slide begins to explain age-appropriate 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
Slide 17:
This slide shows the IDEA '04 language requiring measurable postsecondary goals based on age-appropriate assessments. The next slide explains what is meant by age-appropriate assessments.
Slide 18:
Explain that age-appropriate refers to chronological rather development age.
Acknowledge the question: Given all the academic and functional assessments that students receive, what is the purpose of more transition assessments? The next slide will suggest answers.
Slide 19:
The IDEA '04 requires transition service language based on the student's interest and preferences. So one reason to conduct transition-related assessments (such as interest inventories, personality tests, and other vocational assessments) is to help the student determine what career might best fit their interests, skills, and plans for the future so that they can then develop meaningful postsecondary goals.
Another reason to conduct transition-related assessments is to determine what academic and functional instruction and activates the student will need to support their post-school goals.
Education/Training
Employment
Slide 20:
This slide offers more reasons to conduct transition-related assessments specific to education or training and employment to help the student determine what career might best fit their interests, and the training or education program they will need to accomplish their employment goal.
Independent living
Independent living
Slide 21:
Explain that according to the National Secondary Transition Technical Assistance Center, postsecondary goals must be written in the areas of employment, training or education, and, if appropriate, independent living.
This slide offers suggestions for age-appropriate assessments related to independent living.
Slide 22:
Explain that information that may help guide transition planning may be obtained from other sections of the IEP, such as academic and functional present levels of performance.
Appendix E of the guide contains suggestions for an assessment process and lists informal and formal assessments.
The next slide begins to explain annual goals that support the student’s 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.
Slide 23:
This slide begins to explain annual goals that support the student’s postsecondary goals. As mentioned previously, there may already be assessments and measurable annual goals that support the student’s post-school goals, such as academic, functional, and behavioral goals.
Slide 24:
Acknowledge that all students may not know what their post-school goals are for employment or the training or the education needed for the career path they choose. In this case, developing annual goals that focus on self awareness and career awareness will help the student develop post-school goals based on their interests and preferences.
Slide 25:
Acknowledges that all students may not know what their post-school goals are for independent living or what agencies may help them when they leave school. In this case, developing annual goals that focus on independent living and connections to adult service providers will help the student develop post-school goals based on their unique needs.
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
Slide 26:
This slide refers to Appendix F of the guide, which offers sample annual goals related to employment, instruction or training, and independent living. The slide further explains that some sample transition-related goals are aligned to select state standards in English/language arts or the California Alternate Performance Assessment, so educators do not feel they are deviating from the standards when offering transition-related instruction.
The next slide begins to explain transition services.
IDEA '04 requires
transition 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?
Slide 27:
This slide shows the IDEA '04 language requiring transition services, including courses of study, that will help the student reach their post-school goals. The next three slides explain what is meant by courses of study and transition services.
A. Courses of study are:
-A multi-year description of coursework (necessary) to achieve the student’s desired post-school goals.
Slide 28:
This slide refers to the National Secondary Transition Technical Assistance Center's description of "courses of study" and offers suggestions on how to meet the requirement by attaching the student's transcripts to the IEP, which typically reflect the courses needed for graduation and courses completed. Or, in the case of students who are working toward a Certificate of Completion or Achievement, a listing of the functional skills courses the student will take may be attached to the IEP.
A. Transition services may be:
Section 2 of the guide provides examples of transition services
Slide 29:
This slide offers ideas about transition services that the student may need. Transition services, like all sections of the IEP, are individually determined and should support the student’s post-school goals.
Refer families to pages 40-42 of the guide for sample transition services based on two fictitious students' post-school goals.
The next slide begins to explain the Summary of Performance provided to the student upon school exit.
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.
Slide 30:
This slide shows the IDEA '04 language requiring schools to provide students, when they exit school, with a summary of their academic and functional performance with recommendations on how to assist the student reach their post-school 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.
Slide 31:
This slide offers an explanation of the purpose of providing students with a summary of their performance, which may include assisting the student establish eligibility for support services or a 504 Plan at a community college or university, or to establish eligibility for the Department of Rehabilitation or the Regional Center.
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.
Slide 32:
Explain that the summary is not a new evaluation and does not require a formal IEP meeting. The summary is just that, a summary of existing assessment data and listing the accommodations or modifications the student has used in school, with suggestions on how the student may achieve their post-school goals.
The summary should be provided to the student when they exit school. The summary could be provide at the last IEP meeting before school exit, it can be provided upon graduation, or it could be mailed to the student. There is no statutory guidance on how the summary is to be delivered, only that it be provided.
The template includes the following:
Slide 33:
Although state and federal education agencies have not developed a sample Summary of Performance form, several national organizations developed a template Summary of Performance. The national template is available on the California Services for Technical Assistance and Training (CalSTAT) Web site. The next slide describes the contents of the template.
Instructions for completion
Part 1: Background information
Part 2: Student’s postsecondary goals
Part 3: Academic and functional performance
Describes accommodations/modifications
Part 4: Recommendations to assist goals
Part 5: Student input (recommended)
Slide 34:
The national Summary of Performance template suggests that student information be summarized in five areas of information to assist the student transition from school.
This concludes the presentation of new transition services language in the IEP required by the IDEA '04.
The next slide begins to pose questions for discussion about what families may expect at their child's IEP meeting when transition is discussed.
Slide 35:
Using the information presented, the Workshop Facilitator can pose the questions for discussion and clarification.
The next slide answers the question:
What should the secondary IEP process look like?
Four-Step IEP Process (page 24)
Slide 36:
Summarize the suggested secondary IEP process:
1. Identify the student's post-school goals as discussed in slides 12-16.
2. Use age appropriate assessments to determine the student's present level of academic and functional performance and transition service needs as described in slides 17-22.
3. Develop annual goals to support the student post-school goals as described in slides 23-26.
4. Identify transition services the student may need to achieve their post-school goals as described in slides 27-29.
Slide 37:
Refer participants to Section 2, pages 21-46, of the guide, which suggests a secondary IEP process. The suggested IEP process explains what the teacher, parent, and student should do before, during, and after the IEP team meeting.
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 Preparation
Applications/résumés
Interview skills
Punctuality and appearance
Working in teams
Work Experience
ROP
WorkAbility
Work experience
Internships
Independent Living
Community access
Travel training
Health, housing, recreation
Slide 38:
This slide addresses the question:
What instruction and services can schools provide to students to better prepare them for post-school success?
This is a summary of a suggested Scope and Sequence of transition-related instruction and activities from Putting It All Together, pages 56-57 of the guide.
The next four slides offer suggestions about what parents can do to support transition.
Slide 39:
Ask families to turn to page 60 of the guide and read the questions under the heading, Families Provide the Most Relevant Information. Explain that the answers to these question can help inform and develop annual transition goals that will help their son or daughter determine their long-term, post-school goals.
For example, if the student has had little or no opportunities to engage in career exploration activities, an appropriate annual goal will be to participate in career exploration activities. Career exploration is an important activity for students to be able to make informed decisions about what career options are available and would fit their unique interest.
Transition Checklist for Parents and Students
Examples of Home and School Working Together
Slide 40:
Look at the Transition Checklist for Parents and Students on pages 63–65. Ask the following questions:
What activities have your family completed?
What are the barriers, if any, to completing the activities?
What help or support does your family need to complete the transition activities?
List persons or agencies that may assist families. A list of Agencies that Support Transition is available in Appendix G, page 146.
Next, ask families to read the Examples of Home and School Working Together on pages 65–66. Theses examples are based on the fictitious students offered as samples on pages 28–42.
Ask families to share with the group other examples of how families and schools can work together to support students transition from school
Slide 41:
Explain that research on practices that support post-school success indicate that helping students develop self-advocacy skills will help them in college, work, and independent living. Self advocacy is being able to explain your disability and the accommodations needed to participate in school, employment, and independent living. Self advocacy is also being aware of the laws that protect individuals with disabilities. Self advocacy supports self-determination, which is being able to make choices about school, employment, and independent living.
Ask families to read pages 66-67, Supporting Self-Determination and Self-Advocacy. In pairs, discuss the activities your family engages in to promote self-advocacy in your son or daughter.
Slide 42:
Ask the question: According to the IDEA and California law, what happens when your son or daughter reaches the age of majority, which is age 18 in California?
In California, when the student reaches the age of 18, all education rights will belong to the student. Families may still be invited to the IEP meetings, but educational decisions are now the responsibility of the student.
If families feels their son or daughter is not capable of making competent decisions, the only avenue available in California is for families to obtain conservatorship, a legal process outside of the educational system.
More Resources in the Appendices
Slide 43:
Refer families to Appendix G, page 146, for the listing of state and federal agencies that support transition. Families can call the state agency to find out where the local agencies is located in their area.
A. Transition-Related Legal References OSEP.
B. Comparison of IDEA ’97 and ’04
C. National Standards for Secondary Education and Transition
D. System Assessment and Action Plan Tool
E. Transition-Related Assessments
F. Sample Transition Goals
G. Agencies that Support Transition
H. Students Not Passing the Exit Exam
I. CDE Letter about Graduation Ceremony Participation for Certificate Students
J. Transition-Related Web sites
K. Transition-Related Curricula
L. Guide to Acronyms Used
Slide 44: This slide presents on outline of the information and resources in the Appendix of the guide. The sections that may be of particular interest to families are:
E. Transition-Related Assessments (describes the assessment process in detail and lists assessment tools)
Sample Transition Goals (provides sample transition-related annual goals to support students post-school goals)
G. Agencies that Support Transition (lists state agencies that support transition)
H. Options for Students not Passing the High School Exit Exam
I. CDE Memorandum (about student's right to participate in graduation ceremonies with a certificate of Completion or chievement)
J. Transition-Related Web sites (lists, by topic, transition-related Web sites)
L. A Guide to Acronyms Used in This Document
Slide 45:
This slide describes Parent Training and Information Centers.
A listing of Parent Training and Information Centers is available at on the California Department of Education, Special Education Division Web site.
California Association of Family Empowerment Centers
1029 J Street, Suite 120
Sacramento, CA 95814 Phone 916-325-1690, ext. 306
Fax 916-325-1699
Slide 46:
This slide lists the California Association of Family Empowerment Centers. The purpose of these centers is to provide information, resources, and technical assistance to a statewide network of local Family Empowerment Centers, who, in turn, provide family education, empowerment, systems change, advocacy, and parent-professional collaborative activities.
Hard copies are available free of charge:
Mail:
CalSTAT / Napa County Office of Educatin
Attn: Transition Guide Request
5789 State Farm Drive, Suite 230
Rohnert Park, CA 94928
Email: publications@calstat.org
The guide is also available in an interactive PDF at:
www.calstat.org/transitionGuide.html
Slide 45:
The final slide shows ordering information for the Transition to Adult Living: An Information and Resource Guide. There is no charge for the guide and it is delivered free of charge.
The guide is also available in an interactive format at the Web site listed. The interactive format allows viewers to read the text and have direct access to all of the Web sites listed.
Finally, inform families that additional training, information, and resources are available through the California Department of Education, Special Education Division, technical assistance provider: the California Services for Technical Assistance and Training, listed in the slide.