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Transition 101

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  1. Transition 101 Practical Guide to Transition Services

  2. Workshop Overview • 8:00-8:30 – Welcome, Housekeeping, Introduction • 8:30-9:00 – Transition Requirements • 9:15-9:45 – Employee Portal • 9:45-10:00- Break • 10:00-11:00- Transition Assessments, Easy IEP Procedures and Transition Instruction

  3. Workshop Overview • 11:00-12:30 –Lunch • 12:30- 2:00 – Case Studies • 2:00-2:15 –Break • 2:15-3:15 – Indicator 13 Checklist and Resources • 3:15-3:30 –Wrap Up

  4. Workshop Objectives • Provide rationale for transition services • Discuss IDEIA requirements • Provide framework for compliance with the new regulations • Implement research- based best practices for promoting transitions

  5. Activity

  6. Definition of Transition-IDEIA 2004 • “Transition services” means a coordinated set of activities for a student 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 including...

  7. Transition Definition, continued • Postsecondary education • Vocational education • Integrated employment (including supported employment) • Continuing and adult education • Adult services • Independent living • Community participation

  8. Transition definition, Continued • ...based on the child’s strengths, preferences and interests; and shall include instruction, related services, community experiences, the development of employment and other post school living objectives and when appropriate , acquisition of daily living skills and functional vocational evaluation.

  9. Requirements • Results oriented • Focus on improving academic and functional achievement • Movement to secondary and vocational education • Strengths

  10. Transition Planning is NOT Optional! • Teachers are the coordinators of the plan.

  11. New Developments • Student Transition Portfolio • Transition Classes • Website

  12. Student Transition Portfolio

  13. Student Transition Portfolio • Replaces the Individualized Transition Plan • Begin at age 14 • IEP meeting can be 1st Transition planning meeting • Use the Portfolio • As a guide for the transition process • To assist the IEP team with transition planning • To ensure that activities and strategies are addressed in IEP goals • As an ongoing source of information • IEP goals • Transition statements • Summary of performance

  14. Student Transition Portfolio • Ongoing Process • 4-6 years • Not all actions will be appropriate for all students • Assessments do not have to be duplicated • The portfolio is placed in a manila folder with the transition assessments

  15. Page 1 Measurable Postsecondary Goals These are the statements on the Transition page of Easy IEP Middle school teachers may leave the form blank

  16. Page 2 • Employment • Postsecondary Training • Document the actions you complete. You may write in any other activities.

  17. Page 3 • Independent and Supported Living • Community Involvement • Document all activities!

  18. Page 4 Person Centered Planning Team Contact information for any person who will help with Transition issues.

  19. Summary of Performance • Historical View of functional assessment and evaluation data • Documentation of disability • Nature and extent of functional limitations • Effectiveness of accommodations • Recent evaluations or data • Student input regarding limitations.

  20. Summary of Performance • To be presented • At graduation with a regular diploma • When a student ages out at 22 • When a student exits school ( with a special ed diploma before age 22) • The student may sign in consent at age 18

  21. Summary of Performance • Why? • Collaboration with other agencies • Prevents duplication of testing • 504/ADA • Students must self report • Determination of Diagnosis • Academic and functional limitations of the disability

  22. Summary of Performance • Measurable Postsecondary Goals • Employment • Education/Training • Independent Living Skills • Community Participation

  23. Summary of Performance • Present Levels of Performance • Academic • Cognitive • Functional

  24. Summary of Performance • Recommendations • Higher Education or Career technical • Employment • Independent Living • Community Participation

  25. Summary of Performance • Student Perspective

  26. Consent to Invite • Parent/student consent required when the IEP team has decided to invite outside agencies. • Blanket form can be used with possible agencies listed.

  27. Employee Portal • Transition Assessments • Transition Forms • Transition Teacher Information

  28. Report Card Data • Indicator 13: Percentage of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals That are annually updated and based on age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those post-secondary goals, and annual IEP goals related to the student’s transition service needs. There also must be evidence that, if appropriate, a representative of any participating agency was invited to the IEP team meeting with prior consent of the parent or student who has reached the age of majority.

  29. Report Card Data • Indicator 14: Percent of youth who had IEP’s , are no longer in secondary school and who have been competitively employed or enrolled in some type of post secondary training or education.

  30. Indicator 13

  31. Transition Requirements Checklist • Used for state monitoring • TOPS Project • Indicator 13 Questions • Quality of Transition Plans • Federal- Age 16 • State of Tennessee- Age 14

  32. 1. Is there evidence that the student was invited to the IEP meeting? • Student and parent invitations • Check Transition box on the invitation

  33. 2. Did the student attend the IEP meeting? • Not a requirement • Best Practice • Note on IEP

  34. 3. If the student did not attend the IEP meeting, did the public agency take other steps to ensure the student’s preferences and interests were considered? • Review assessment section of the IEP • Check appropriate boxes on the IEP

  35. 4. Will this student need involvement from any outside agency in order to make a successful transition? • Only for current year • Review measurable postsecondary goals

  36. 5. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority? • Only for the current year. • If this final year check MPG’s

  37. 6. Did the participating agency, other than the public agency., fail to provide the transition services described in the IEP? • Review services

  38. 7. Did the public agency reconvene the IEP team to identify alternative strategies to meet the transition objectives and if necessary, revise the student’s IEP? • Review IEP to determine extent of agency participation • Did they do what they said?

  39. 8. Was the parent notice provided? • Check Easy IEP

  40. 9. Does the parent notice indicate a prupose of the meeting will be the consideration of the postsecondary goals and transition services of the student? • Check the transition box on the invitation.

  41. 10.. Does the parent notice indicate that the public agency invited the student? • Check the transition box on the invitation

  42. 11. Does the parent notice identify any other agency that will be invited to send a representative to the IEPmeeting? • Determine if the student will need involvement

  43. 12. Does the IEP include a statement of the student’s present levels of academic and functional performance? • Name of assessment • Assessment results- not what the assessment measures

  44. Is there an appropriate measurable postsecondary goal that covers education or training, employment and as needed independent living?A- Training/educationB- Employment • Use measurable language • Only for actions after high school

  45. 14. Are the measurable postsecondary goals updated annually? • Updated and addresses in the current IEP

  46. 15. Are there annual IEP goals related to the student’s transition service needs? • Goals have to be related to the transition needs

  47. 16. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessments? • Measurable postsecondary goals have to relate to the assessment results.

  48. 17. Are there transition services in the IEP that will reasonable enable the student to meet his or her postsecondary goals? • Services should lead to achievement of goals.