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This training was developed by the Project 10: Transition Education Network, a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
Transition Services for Students
with Intellectual Disability Project 10: Transition Education Network
Project 10
Transition Education Network
1
Since spring, 2009, Project 10 has served as Florida’s statewide discretionary project supporting the secondary transition of youth with disabilities.
Funded by the Bureau of Exceptional Education and Student Services (BEESS), within the Florida Department of Education.
Serves as a collaborative partner with other state agencies, discretionary projects, non-profit organizations, and families that provide secondary transition services for students with disabilities.
Mission
2
The mission of Project 10 is to assist Florida school districts and relevant stakeholders in building capacity to provide effective secondary transition services to students with disabilities.
To improve post-school academic, employment, independent living and community participation outcomes.
To provide professional development, technical assistance and resources to middle/high school district personnel serving students with disabilities.
3
1. Capacity Building
2. Interagency Collaboration
3. Transition Legislation and Policy
4. Student Development and Outcomes
Initiatives
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Regional Transition
Representatives:
Yellow: Tury Lewis (1)
Orange: Carly Detlefsen (2)
Green: Franklin Coker (3)
Blue: Federico Valadez (4)
Purple: Lisa Friedman-
Chavez (5)
Statewide DJJ Representative:
Carla Greene
Florida District Map
5
Project 10 provides
technical assistance and funding to
support interagency council development and growth
Project 10 will partner with the national Project
SEARCH organization to provide direct support
to the Project SEARCH initiatives within Florida
• 9 Sites opened in 2017-18 supporting
10 school districts:
Interagency Collaboration
New sites in development
for 2018-19!
• Partners: FDDC, VR, APD,
FDOE & Provider Agencies
o Charlotte
o Columbia/
Suwannee
o Clay
o Duval
o Nassau
o Osceola
o Ocala
o St. Johns
o Volusia
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New Resources
Online Secondary Transition Course
(available now)
Secondary Transition Roadmap for Families
(Expanded to include dropout information)
New Products Available Soon
• The Family Guide to Secondary Transition
Planning for Students with Disabilities
• School-Based Enterprise Development:
Planning, Implementing and Evaluating
• Community-Based Instruction: An
Instructional Strategy
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Transition Services
Individuals with Disabilities Education Improvement Act (IDEA) (a) Transition services means a coordinated set of activities for a child with a disability that
(1) Is 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 student’s movement from school to post-school activities, including:
Postsecondary education
Vocational education
Integrated employment (including supported employment)
Continuing and adult education
Adult services
Independent living, or community participation
9
Transition Services in IDEA
(2004)
Definition of Transition Services
10
Facilitates school to post-school activities, including the following:
o Education o Vocational education o Integrated employment o Continuing adult education and services o Independent living o Community participation
Based on individual student’s needs
Accounts for the student’s strengths, preferences and interests
Transition Requirements
11
Begin transition planning before age 14 and include: o Discussion of postsecondary goals and career goals
o Consideration of the student’s need for instruction in self-determination and self-advocacy • The goal is that students – to the greatest extent possible - will
conduct their own IEP meetings
Discussion of diploma designations in the IEP meeting and determination if the student will work toward one o Scholar and Merit designations are additions to the standard diploma;
they are not types of diplomas
o Decision is determined by the parent, or the student if rights have transferred
Definition of Transition
Assessment
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“…an ongoing process of collecting
information on the youth’s needs,
preferences, and interests as they
relate to measurable postsecondary
goals and the annual goals that will
help facilitate attainments of
postsecondary goals”
(Neubert and Leconte, 2013, p. 74)
Data Captured through
Transition Assesment
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Academic and functional performance
Strengths, needs, preferences, and interests: • Training
• Education
• Employment
• Independent living
• Self-Determination
What is Discovery?
14
Discovery is an alternative to traditional assessments. Discovery is . . .
A process that involves getting to know students, or helping them get to know themselves before we help them plan
Spending time with students as a means of finding the conditions where they are their best
A practical strategy to determine complexities and preferences
The Discovery Process vs.
Traditional Assessment
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Discovery seeks to identify already-existing information rather than developing information solely for the purposes of evaluation or diagnosis.
The Discovery process identifies a direction for employment that is based on information obtained from the person's entire life and not from an instance of performance.
The Discovery process focuses more on ecological validity than predictive validity. It is more important that the direction to employment makes sense in relation to a person's life than to attempt to predict success based on test performance.
The information from the Discovery process will never be used to systematically exclude a person from employment.
Why Consider Discovery?
16
Traditional vocational evaluations may not capture the strengths, skills, interests, preferences, needs, and ideal working conditions of a student with complex life issues.
Discovery is strengths-based, not deficit-based
Discovery does not involve comparative strategies
Discovery includes the student and their families and friends
Discovery may be incorporated into existing curricula
Readiness to begin work is assumed
MyCareerShines (replaced CHOICES)
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Florida’s new comprehensive education and career planning system to help students and adults prepare a plan to achieve their education and career goals.
Website features online tools and resources customized specifically for Florida for students, elementary through postsecondary education and adults, including assessments that that determine your interests, skills and work values
Access course transcripts, explore degree programs and postsecondary education options, learn about the Florida-specific career/industry information
www.FloridaShines.org
High School Completion Options
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High School Completion Options
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24 Credit Standard Diploma
18 Credit ACCEL Option
Special Diploma
Performance-Based Exit Option
International Baccalaureate (IB)
Diploma Program
Advanced International
Certificate of Education (AICE)
Diploma Program
Certificate of Completion
24 Credit Standard High School
Diploma Options
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3 Options 2 Options available ONLY to
students with disabilities
Majority of students with disabilities will complete the option that is available to ALL students
Handout: Florida 24 Credit Standard Diploma High School Graduation Options for Students Entering 9th Grade in 2014-15 and After
Exceptional Student Education
Academic/Employment
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24 credit standard diploma
option with academic and
employment requirements
Available only to students
with disabilities
Must include .5 credit in an
employment based course
May include ESE courses
(as electives only)
Exceptional Student
Education/Access
22
24 credit standard diploma option available only to students with significant cognitive disabilities, who take access courses and the alternate assessment.
Available only to students with significant cognitive disabilities
Parental consent is required before a student may take access courses
18 Credit Hour ACCEL Option
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All 24 hour graduation requirements EXCEPT:
Complete 3 elective credits instead of 8
No physical education course requirement
No online course requirement
Handout: Florida 18-Credit Academically Challenging Curriculum to Enhance Learning (ACCEL) Option
Performance-Based Exit Option
24
Alternate route to a diploma for students who
Are at least 16 years of age,
Are lacking credits,
Have a low grade point average, or
Are overage for their current grade placement
Not designed as an early exit
Designed to help eligible students graduate with their kindergarten cohort
Performance-Based Exit Option
25
Also known as the “GED Exit Option”
Districts must provide appropriate preparation
Students must pass state standardized assessments (or receive a concordant score) Florida High School Performance-Based Diploma
Students who pass the GED but not the assessments Florida High School Diploma (GED)
Certificates of Completion
26
Three types of certificates:
1. Certificate of completion — Common Placement Test
(CPT) eligible
2. Certificate of completion
3. Special certificate of completion
A certification of completion is NOT a high school diploma
Deferring Receipt of the
Standard Diploma
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Deferring receipt of the
standard diploma is
Supported by legislation
Described in detail in the
following slides
Deferment Information
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The right to a free appropriate public education (FAPE) ends when a student obtains a standard diploma.
Rule 6A-1.09963(6)(a)2, Florida Administrative Code (F.A.C.) High School Graduation Requirements for Students with Disabilities - In the year in which the student is expected to meet graduation requirements the following must be accomplished:
o School districts must inform the parent and the student in writing by January 30.
o The parent/guardian must sign a document telling the school district that the student will defer by May 15.
Deferment Information and 18-
22 Year Old Programs
29
A student with a disability may only defer receipt of a standard diploma if:
IEP team prescribes transition planning, transition services or related services through age 21 and student will be enrolled in one of the following:
o Accelerated College Credit instruction
o Industry Certification—college credit
o Collegiate High School program (IB, AICE)
o Courses for scholar designation
o Structured work-study, internship, or pre-apprenticeship program
o 18-22 Year Old Programs18-22 Year Old Programs (Extended Transition) Chart http://project10.info/files/Extended_Transition_Florida_18-22_Programs.pdf
Self-Determination and
Self-Advocacy
30
Self-Determination
31
What is self-determination?
Taking control and making decisions that affect one’s own life
Gaining these skills helps students
o Make choices
o Set goals
o Manage their lives (Transition Planning for Students with Disabilities: A Guide for Families , 2011)
Choice-making
Decision-making
Problem-solving
Goal setting and
attainment
Self-regulation and self-
management
32
Components of
Self-Determination
Self-advocacy and
leadership skills
Positive perceptions of
control, efficacy, and
outcome expectations
Self-awareness and self-
knowledge
(Wehmeyer & Field, 2007, p. 6)
How to Advocate
o Assertiveness
o Effective communication
(verbal, written,
pictures)
o Negotiation
o Compromise in real-
world situations
33
Self-Advocacy Skills
What to Advocate
o Rights and
responsibilities under
• Individual’s with
Disabilities Act (IDEA)
• Americans with
Disabilities Act (ADA)
• Rights available to all
citizens
(Wehmeyer & Shogren, 2012, p. 54)
To be an effective self-advocate,
students need to learn:
34
Self-Advocacy Skills Continued
Opportunities for students to advocate IEP meetings (postsecondary goals, annual goals, etc.)
Classes (accommodations)
Work Experience/Employment (including interviewing)
Campus and community experiences (e.g. participating in extracurricular activities)
Planning family activities
35
How can Families Support Self-
Determination?
Maximizing personal expectations Promoting disability awareness Being aware of strengths, preferences and needs Fostering self-respect, self-esteem, self-determination and
independence Supporting active involvement of the student in IEP
meetings and transition planning Providing decision-making opportunities
(Florida Developmental Disabilities Council, FYI Transition, 2012;
Transition Planning for Students with Disabilities: A Guide for Families, 2011)
36
Family Support
Most importantly, families should prepare
themselves to accept their child in his or her
new adult role and allow their adult children
to take an active role in the decisions that
will determine their future - even if it means
allowing them to make mistakes.
(Pacer Center, 2014; Self-determination, p. 1)
37
Exploring Postsecondary
Education and Training Options
38
Exploring Postsecondary
Education and Training Options
Universities
Florida Colleges
Career and Technical Centers
Other Training Options
More information on postsecondary education and resources are available on the Project 10 website - http://project10.info/PostsecondaryEducation.php
Postsecondary Programs for
Students with Intellectual Disabilities
39
What is the value of the postsecondary
experience for students with intellectual
disabilities? College program coordinators report
the top four reasons as follows:
• To gain employment or gain training for
employment
• To participate in inclusive postsecondary classes
• To learn and exercise independent living skills
• To attain postsecondary educational benefits.
(Papay & Bambara, 2011)
Postsecondary Programs for
Students with Intellectual Disabilities
40
Florida Center for Students with
Unique Abilities: http://fcsua.org/
Florida Consortium on Inclusive
Higher Education http://fcihe.com/
Postsecondary Programs for
Students with Intellectual Disabilities
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Think College
http://www.thinkcollege.net/
“Rethinking College” Trailer
Find the full 25-minute film
at:
https://thinkcollege.net/reso
urces/rethinking-college
42
How Can Families Promote
Postsecondary Education?
Understand a student’s high school course of study and it’s impact
Research and visit colleges and universities
Explore costs and financing options
Develop awareness of strengths, support needs and strategies
Discuss disclosure
43
How Can Families Promote
Postsecondary Education?
Find IPSE programs in Florida
through the Florida Postsecondary
Education Guide developed by the
Florida Developmental Disability
Council (FDDC).
Explore the site for other valuable
resources such as Sexuality
Across the Lifespan for Children
and Adolescents with
Developmental Disabilities
44
STAR Person-Centered Planning
Process
The STAR Person-Centered Planning (PCP) Process was designed to ensure students with disabilities who are transitioning into postsecondary programs have the opportunity to plan their own future with the support and encouragement of other adults in their lives. The STAR PCP process allows students to develop a vision for the future: where they want to live, the work they want to do, and the relationships they want to build.
Goals of the STAR PCP Process
45
To recognize and support the individual’s personal plans, hopes, and dreams for life as an adult
To support the student’s pursuit of the necessary skills for a productive adult life
To give the student, family, and friends a voice in supporting the student
To develop goals, objectives and an action plan for the student’s postsecondary program
To provide a process for changing goals and plans throughout the student’s postsecondary experience
To encourage the individual to develop lifelong goals and skills leading to an inclusive, well-planned, and fulfilled quality of life
Employment Initiatives
46
Employment as a Predictor
47
What is the strongest predictor of post-school
employment for youth with disabilities?
Employment as a Predictor
48
A paid, community-based job while still in high school (Carter, Austin, & Trainor, 2011, p. 1)
What is a
School-Based Enterprise?
49
“A school-based enterprise is a set of entrepreneurial activities undertaken by students that provides an economic, social, and educational return to the student, school, and community. Student efforts are designed to enhance personal responsibility, an appreciation of risk versus reward, and confidence in achieving and maintaining independence” (Gamache & Knab, 2014; p. 6)
“An entrepreneurial operation in a school that provides goods/services to meet the needs of a market” (DECA, 2014, p. 1)
What are the Benefits of a
School-Based Enterprise?
50
In work-based learning experiences, such as school-based enterprises: Students are more involved in
their education Students have better attendance Students have decreased
dropout rates Students show an increase in
academic performance (NCSET, 2012)
How Can Families Promote
Employment?
51
Families can promote a student’s employment by:
Exploring career interests
Encouraging work experiences
Researching available supports and services
Seeking assistance with benefits planning
Helping students understand the implications of disclosing a disability (during the interview, once employed, etc.)
Employment First
52
Florida is an Employment First state o Florida Abilities Work
• Disability Web Portal for job seekers and employers
• Helpdesk for employers
• Community-based, integrated employment is the first option for employment services for youth and adults with significant disabilities
Visit www.fddc.org/Employment
53
Florida Abilities Work Website
abilitieswork.employflorida.co
m/vosnet/default.aspx
Employment Enhancement
Project (EEP)
54
Employment Enhancement Project (EEP)
Agency for Persons with Disabilities (APD) initiative
2016-17 appropriation of $500,000 from the Florida legislature to provide employment opportunities statewide for individuals with disabilities (age 18 or older)
Only available for individuals on the Medicaid Waiver wait list
Contact your local APD office http://apdcares.org/customers/supported-employment/
55
Beach Center on Disabilities http://www.beachcenter.org/
Center for Parent Information and Resources http://www.parentcenterhub.org/
The Family Café http://www.familycafe.net/
Florida Board of Governors, State University System, Services for Students with Disabilities http://www.flbog.org/forstudents/ati/disabilities.php
Florida Colleges, Disability Support Services http://www.fldoe.org/fcs/educators/Disability/dss.asp
Florida Department of Education, Bureau of Exceptional Education and Student Services http://www.fldoe.org/ese/
Resources
56
Florida Developmental Disability Council
https://www.fddc.org/
• Florida Postsecondary Education Guide http://www.fddc.org/sites/default/files/DDCouncil_EducationGuide.pdf
• Sexuality Across the Lifespan for Children and Adolescents with Developmental Disabilities http://www.fddc.org/sites/default/files/Educator%20Low%20Res.pdf
Florida Division of Blind Services http://dbs.myflorida.com/
Florida Division of Vocational Rehabilitation http://www.rehabworks.org
Florida Independent Living Council, Inc. http://www.floridacils.org/
FYI Transition http://www.fyitransition.org
Resources
57
MyCareerShines
https://www.floridashines.org/find-a-career/plan-your-future?inheritRedirect=true
PACER Center
http://www.pacer.org/
Project 10: Transition Education Network
http://www.project10.info/
U.S. Department of Education, Parents website
http://www2.ed.gov/parents/landing.jhtml
U.S. Department of Education, Office of Special Education Programs’ (OSEP’s)
IDEA website
http://idea.ed.gov
Resources
58
Florida Department of State. (2014). Florida administrative code & Florida administrative
register: Provision of free appropriate public education (FAPE) and development of
individual educational plans for students with disabilities (6A-1.09963(6)(a)2). Retrieved
from https://www.flrules.org/gateway/ruleno.asp?id=6A-1.09963
Papay, C., & Bambara, L. (2011). Postsecondary education for transition-age students with
intellectual and other developmental disabilities: A national survey. Education and
Training in Autism and Developmental Disabilities, 46(1), 78-93.
Wehmeyer, M. & Field, S.L. (2007). Self-determination: Instructional and assessment
strategies. Thousand Oaks, CA. Corwin Press.
Wehmeyer, M., & Shogren, K.A. (2012). Self-determination: Getting students involved in
leadership. In P. Wehman (Eds.), Life Beyond the Classroom: Transition Strategies for
Young People with Disabilities (pp. 41-68). Baltimore, Maryland: Paul H. Brooks
Publishing Co.
References
59
Questions and
Thank You!
Questions, concerns, or
recommendations?
Thank you for your
attendance and input today!
Presenter Contact Information
Jordan Knab
Project 10:
Transition Education Network
Co-Director
Email: [email protected]
