27
Transition Transition Planning for Planning for Students with Students with Disabilities Disabilities

Transition Planning for Students with Disabilities

Embed Size (px)

Citation preview

Page 1: Transition Planning for Students with Disabilities

Transition Transition Planning for Planning for

Students with Students with DisabilitiesDisabilities

Page 2: Transition Planning for Students with Disabilities

What is Transition Planning?What is Transition Planning?According to the Federal Definition:According to the Federal Definition:(a)(a) Transition Services means a coordinated set of Transition Services means a coordinated set of activities for a child with a disability that -activities for a child with a disability that -

(1) is designed to be within a results-oriented process, (1) is designed to be within a results-oriented process, that is focused on improving the academic and that is focused on improving the academic and functional achievement of the child with a functional achievement of the child with a

disability disability to facilitate the child’s movement from school to to facilitate the child’s movement from school to

post-post-school activities including post-secondary school activities including post-secondary

education, education, vocational education, integrated employment vocational education, integrated employment (including supported employment), continuing and (including supported employment), continuing and adult education, adult services, independent living, adult education, adult services, independent living,

or or community participation; community participation;

Page 3: Transition Planning for Students with Disabilities

(2) is based on the individual child’s (2) is based on the individual child’s needs, taking into account the child’s needs, taking into account the child’s strengths, preferences and interests, strengths, preferences and interests, and includes—and includes— i. Instruction;i. Instruction; ii. Related services;ii. Related services; iii. Community experiences;iii. Community experiences; iv. The development of employment iv. The development of employment and other and other post-school adult living post-school adult living objectives; andobjectives; and v. If appropriate, the acquisition of v. If appropriate, the acquisition of daily living daily living

skills and provision of a skills and provision of a functional functional vocational vocational evaluation.evaluation.

Page 4: Transition Planning for Students with Disabilities

(b)(b) Transition Services for children may Transition Services for children may be special education, if provided as be special education, if provided as specially designed instruction or a specially designed instruction or a related service, if required to assist a related service, if required to assist a child with a disability to benefit from child with a disability to benefit from special education.special education.[20 U.S.C. 1401(34)§300.43][20 U.S.C. 1401(34)§300.43]

Page 5: Transition Planning for Students with Disabilities

The Statute Further The Statute Further States:States:BBeginning not later than the first IEP eginning not later than the first IEP to be in effect when the child turns 16, to be in effect when the child turns 16, or younger if determined appropriate by or younger if determined appropriate by the IEP Team, and updated annually the IEP Team, and updated annually thereafter, the IEP must include – thereafter, the IEP must include –

(1) (1) Appropriate measurable Appropriate measurable postsecondary goals postsecondary goals based upon age based upon age appropriate transition assessments appropriate transition assessments related related to training, education, employment, and where to training, education, employment, and where

appropriate, independent living skillsappropriate, independent living skills; ; andand

(2) The transition services (including (2) The transition services (including courses of courses of study) needed to assist the study) needed to assist the child in child in reaching those reaching those goals. goals. [20 U.S.C. [20 U.S.C. 1401(34)§1401(34)§300.29)300.29)]]

Page 6: Transition Planning for Students with Disabilities

So, what does all that So, what does all that mean?mean?

Page 7: Transition Planning for Students with Disabilities
Page 8: Transition Planning for Students with Disabilities

Transition is…Transition is…●● A process of teaching/instructing a student with a disability A process of teaching/instructing a student with a disability

that relates directly to the areas of his or her disability and how that relates directly to the areas of his or her disability and how that student will access his/her world after they leave high that student will access his/her world after they leave high school.school.

● ● A set of activities that are directed to instruct a student in the A set of activities that are directed to instruct a student in the areas that he/she shows deficits in terms of living, areas that he/she shows deficits in terms of living, participating, working, accessing, and being educated in their participating, working, accessing, and being educated in their community.community.

● ● A way to link agencies and/or service providers, to students A way to link agencies and/or service providers, to students and their parent or guardian before that student graduates from and their parent or guardian before that student graduates from high school, so that student will not have a prolonged wait for high school, so that student will not have a prolonged wait for services to begin after graduation.services to begin after graduation.

Page 9: Transition Planning for Students with Disabilities

For Example:For Example:Would you go on a trip without planning? Would you go on a trip without planning?

Would you blindly just take off without Would you blindly just take off without knowing where you were going, how you knowing where you were going, how you were going to get there, where you were were going to get there, where you were going to stay, what type of activities you going to stay, what type of activities you could expect to participate in, how much could expect to participate in, how much money it was going to cost you, and money it was going to cost you, and whether or not you were going to have whether or not you were going to have enough money to pay for it?enough money to pay for it?

Probably Not!Probably Not!

Page 10: Transition Planning for Students with Disabilities

So, how And Where do we So, how And Where do we begin?begin?

How do you eat an elephant?How do you eat an elephant?

Page 11: Transition Planning for Students with Disabilities

One bite at a One bite at a time!!!!!!!!!!time!!!!!!!!!!

Page 12: Transition Planning for Students with Disabilities

1) Assess the student for strengths and 1) Assess the student for strengths and needs by using: Formal needs by using: Formal Assessments, Informal Assessments, Assessments, Informal Assessments, Interviews, Teacher/Para/ Employer Interviews, Teacher/Para/ Employer observations (Documented observations (Documented observations), Review Academic and observations), Review Academic and Achievement Information.Achievement Information.

2)2) Take into consideration the students Take into consideration the students specific disability and how it impacts specific disability and how it impacts the way they learn, communicate, the way they learn, communicate, react to, and participate in the world react to, and participate in the world (not just learning in school).(not just learning in school).

Page 13: Transition Planning for Students with Disabilities

3) Determine specific areas of 3) Determine specific areas of deficit within those areas deficit within those areas defined in IDEA 2004.defined in IDEA 2004.

- post-secondary education/ - post-secondary education/ trainingtraining (college/university, (college/university, vocational/technical school, adult vocational/technical school, adult education, community education, Warm education, community education, Warm Springs, Goodwill, Job Corps, etc.)Springs, Goodwill, Job Corps, etc.)

- employment- employment (type of employment; (type of employment; competitive, integrated competitive, integrated [short or long-term [short or long-term supported employment], or sheltered.supported employment], or sheltered.

Page 14: Transition Planning for Students with Disabilities

- adult living skills & post-- adult living skills & post-school optionsschool options (skills required to live (skills required to live independently; time and money management, independently; time and money management, social skills, household acquisition and social skills, household acquisition and maintenance, advocacy & self-determination)maintenance, advocacy & self-determination)

- community participation- community participation (skills (skills required to access community; required to access community; transportation, leisure skills, legal rights, transportation, leisure skills, legal rights, citizenship, communication, and interpersonal citizenship, communication, and interpersonal relationships.relationships.

Page 15: Transition Planning for Students with Disabilities

- Daily Living Skills (- Daily Living Skills (personal personal health and well being, personal hygiene, health and well being, personal hygiene, any skill that decreases the dependence on any skill that decreases the dependence on others)others)

- Related Services - Related Services (services that (services that occur now to help child benefit from regular occur now to help child benefit from regular and special education such as; and special education such as; speech/language, occupational therapy, speech/language, occupational therapy, vocational rehabilitation, counseling, or any vocational rehabilitation, counseling, or any service that the individual will need to service that the individual will need to access as an adult)access as an adult)

Page 16: Transition Planning for Students with Disabilities

Are you feeling this way?Are you feeling this way?

OROR

This way?This way?

Page 17: Transition Planning for Students with Disabilities

How Do We Determine this How Do We Determine this Information?Information?

Transition Assessment!Transition Assessment!

Page 18: Transition Planning for Students with Disabilities

What is Transition Assessment?What is Transition Assessment?

“ “ Transition assessment is a planned, continuous Transition assessment is a planned, continuous process of obtaining, organizing, and using process of obtaining, organizing, and using information to assist individuals with disabilities of all information to assist individuals with disabilities of all ages and their families in making all critical ages and their families in making all critical transitions in students’ lives both successful and transitions in students’ lives both successful and satisfying.” -Assessment for Transitions Planning satisfying.” -Assessment for Transitions Planning (Clark, 1998)(Clark, 1998)

OOtherwise, you are just shuffling therwise, you are just shuffling

the cards to try and figure this the cards to try and figure this information out !information out !

Page 19: Transition Planning for Students with Disabilities

Types of AssessmentsTypes of Assessments11 Academic/Achievement-KBIT-II; Academic/Achievement-KBIT-II; WIAT; WIAT;

DAT; DATA-III DAT; DATA-III

22 Interest Inventories-SDS; GCIC; Interest Inventories-SDS; GCIC; RFVII-2RFVII-2ndnd Ed. Ed.

33 Data Collected from CBI/CBVIData Collected from CBI/CBVI

44 Transition Planning Inventory or Transition Planning Inventory or other other Transition specific AssessmentTransition specific Assessment

55 Student/Teacher/Parent InterviewsStudent/Teacher/Parent Interviews

66 Learning Style InventoriesLearning Style Inventories

77 Review of School RecordsReview of School Records

88 Other Assessment ToolsOther Assessment Tools

Page 20: Transition Planning for Students with Disabilities

What Does All This Information Tell Us?What Does All This Information Tell Us?

This information should give us This information should give us an idea about the “individual an idea about the “individual child’s strengths, needs, child’s strengths, needs, preferences and interests” as it preferences and interests” as it relates to planning for their relates to planning for their transition from high school.transition from high school.

Page 21: Transition Planning for Students with Disabilities

Determining Transition Determining Transition GoalsGoals

Transition Goals/Activities should:Transition Goals/Activities should:

11 Be Be relatedrelated to the steps needed for the to the steps needed for the student to achieve his/her stated goalsstudent to achieve his/her stated goals after high school.after high school.

22 Be Be realisticrealistic based on based on information information gathered during the assessment process.gathered during the assessment process.

33 Be Be specificspecific and and measurablemeasurable..

44 List who is responsibleList who is responsible for assisting for assisting student with this goal.student with this goal.

55 Record date of achievement of goalRecord date of achievement of goal..

Page 22: Transition Planning for Students with Disabilities

Transition GoalsTransition GoalsAre Global, and non-specific statements. The goals are generalized and based on the students aspirations.

Transition ActivitiesTransition ActivitiesAre the specific steps (can be only a

few, or it can be many) the student needs to take in order to reach his/her goals. These steps should be based on:

Page 23: Transition Planning for Students with Disabilities

– Where the student is in their progression toward graduation (what year in school, how they are doing in school academically, socially, emotionally, etc.).

– How far the gap is between where the student is, and how far they are from their ultimate goal.

– Prioritize activities based on what you think that student can accomplish during one year’s time.

Page 24: Transition Planning for Students with Disabilities

ExerciseExercise

Page 25: Transition Planning for Students with Disabilities

Other Information Included In Your Other Information Included In Your CD/NotebookCD/Notebook

Topic Brief on Writing Transition Goals and Objectives.Topic Brief on Writing Transition Goals and Objectives.

Examples of Goals and Objectives for each of six areas related to Examples of Goals and Objectives for each of six areas related to Transition.Transition.

Copy of the Summary of Performance and Student Perspective Copy of the Summary of Performance and Student Perspective questionnaire .questionnaire .

High School Transition Planning Checklist.High School Transition Planning Checklist.

Initial Assessments that I use when assessing students AND 167 Initial Assessments that I use when assessing students AND 167 Informal Transition Assessments to use if you need more Informal Transition Assessments to use if you need more information.information.

Transition 101-My guide for Transition.Transition 101-My guide for Transition.

Ordering forms for some of the assessments.Ordering forms for some of the assessments.

PowerPoint on Establishing an Effective Interagency Transition PowerPoint on Establishing an Effective Interagency Transition Council and supporting documents.Council and supporting documents.

OTHER JUNK I THOUGHT YOU MIGHT FIND OTHER JUNK I THOUGHT YOU MIGHT FIND

BENEFICIAL!!BENEFICIAL!!

Page 26: Transition Planning for Students with Disabilities

QUESTIONS ?QUESTIONS ?

Page 27: Transition Planning for Students with Disabilities

The End!The End!Mary P. Edwards, M.Ed. Mary P. Edwards, M.Ed. Transition Coordinator, Transition Coordinator,

Liberty County School Liberty County School

[email protected]@liberty.k12.ga.uss