Transition%20PPT - Looking Ahead to Looking Planning for...

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Unformatted text preview: Looking Ahead to Looking Planning for Transition Planning Jan Pearcy, Associate Director EIASE 348-7700 (Ext. 214), [email protected] 1 General IEP Reminders Must make at least 3 documented attempts to have parents or guardians present at IEP meetings. Letters, documented phone calls, e-mails, etc… LEA Representative is required to be present for the entire IEP meeting. If they need to leave, take a break & reconvene when they return. District Administrator may designate another person to act as LEA Rep. Must have authority to commit money! Should not be case manager! General Ed. teacher is required to be present for the entire IEP meeting. Gen. Ed. teacher should be someone who has the student in class currently and can speak to academic issues. (P.E. teacher is not the best option.) General IEP Reminders, cont…. Excusal forms must be used for people on the invitation who are not present for the meeting. Can’t excuse required participants: Parent, Gen. Ed. teacher, Sp. Ed. teacher, LEA Rep. If they can’t be there, don’t hold meeting. Excusal form for others who SHOULD be present but can’t and leave a report. (SW, OT/PT, Speech, etc….) Use of amendment page If you change minutes after the IEP goes into effect, you need to do an amendment page to reflect this change. (Ex: Student scheduled to receive adaptive P.E. is scheduled to take health 2nd semester. Will not receive adaptive P.E. minutes 2nd semester) Why Do We Plan for Transition? For individuals with disabilities: The rates of the following are disproportionately high: Dropping Out of School Incarceration Under-employment and unemployment Illiteracy The rates of the following are disproportionately low: The Enrollment in & completion of post secondary education &/or Enrollment training training Employment Employment Independent living Independent Access to health care/ health insurance Access (Hudson River Center for Program Development, Inc.; National Center for Education Statistics, (1997); Social Security Administration, (2000); SRI International.) Administration, 4 Federal Definition of Transition Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and………. Includes: Includes: i. ii. iii. iv. i. Instruction Instruction Related Services Community Experiences The development of employment and other post-school adult living objectives; and….. adult If appropriate, acquisition of daily living skills and If functional vocational evaluation. 34CFR §300.43(2) 34CFR 5 34CFR §300.43(a)(1) Federal Transition Requirements The public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals... 34CFR 300.321(b)(1) If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered. 34CFR 300.321(b 6 Federal Transition Requirements Beginning not later than the first IEP to be in effect when the child turns 16 ... and updated annually, thereafter, the IEP must include: (AGE 14 ½ IN ILLINOIS!!) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living… 34CFR §300.320(b)(1) 7 Federal Transition Requirements To the extent appropriate, with the consent of the parents or a child who has reached the age of majority … the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.” CFR34 300.321(b)(3) 8 Federal Transition Requirements Beginning not later than one year before the child reaches the age of majority under state law, the IEP must include a statement that the child has been informed of his/her rights under Part B of the Act, if any, that will transfer to the child upon reaching the age of majority. The public agency shall provide any notice required by this part to both the child and the parent; and (ii) all other rights accorded to parents under Part B of the Act transfer to the child. 9 Federal Transition Requirements Summary of Performance (SOP) For a child whose eligibility ends, a public agency must provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals. (See EIASE’s sample SOP in resources or on EIASE’s website under forms.) 34CFR §300.305(e)(3) When do you write a SOP?? Graduation with a regular diploma Exceeding the maximum age of eligibility 10 10 FEDERAL AND STATE TRANSITION REQUIREMENTS In summary: Transition requirements are designed to ensure student success in and beyond high school. The focus of the IEP starting no later than age 14 ½ must be the student’s post school goals. Educators cannot adequately conduct transition planning & services delivery alone. 11 11 What drives what?? Student’s strengths, preferences, & interests Student’s Transition plan IEP goals & objectives Instruction Instruction 12 12 Components of the Transition Plan (Page 1) 1. Age-Appropriate Transition Assessment You should have already completed these. You used these to complete the rest of the plan Can be the same assessment for all areas Must have something for employment & either education OR training. education Report attached? Report (No, but keep in file) (No, 13 13 Assessments Examples FORMAL Interest inventories Learning styles Communication skills Career portfolios Employability inventory College entrance exams Aptitude tests Life skills inventories Personality scales Voc. skills inventories Social skills inventories IQ Tests INFORMAL Structured interviews Student/Parent/Teachers Questionnaires: Student, Questionnaires: Parent.Teachers Parent.Teachers Behavior charts Social histories Technology needs Person-centered planning Manual dexterities Direct Observations Functional capacity 14 14 Components of the Transition Plan (Page 1) 1. Post-Secondary Outcomes: Each student must have included in the Each IEP, appropriate, measurable postIEP, secondary goals based on ageappropriate transition assessments appropriate related to: related Employment Education and/or Training Independent Living Skills (If applicable) 15 15 Components of the Transition Plan (Page 1) 1. Course of Study: Include multi-year schedule (All required Include courses and planned electives) courses Reflects coursework that supports or Reflects enhances movement toward post secondary goals. secondary Review annually and update as needed. 16 16 Components of the Transition Plan (Page 2: Transition Services) 1. Instruction: Central goal of academics in special ed. at the Central high school level is to help them be as prepared as possible to manipulate information needed to function independently after high school. after (Ex: Reading manuals, following recipes, finding info. (Ex: in a phone book, using the internet, making good choices, completing applications for various adult services.) services.) 17 17 Components of the Transition Plan (Page 2: Transition Services) 1. Related Services: Refers to services available while students are still in school. (Ex: transportation, guardianship, speech-language, audiology services, psychological services, physical & occupational therapy, recreation, therapeutic recreation, social work services, counseling services, rehabilitation counseling, orientation & mobility services, & medical services.) While these services are provided throughout the student’s tenure, make the connections so students and parents have the links they need when the student leaves the public school setting. 18 18 Components of the Transition Plan (Page 2: Transition Services) 1. Community Experiences: Should be working in the natural setting of community! a. Transportation: Transportation: (Dr. license, access public transportation, bike skills, vehicle maintenance, etc.) b. Accessing community services: b. Accessing (Shopping, banking, appointments, public services) (Shopping, c. Leisure: c. Leisure: (Recreation, eating out, community activities) (Recreation, 19 19 Components of the Transition Plan (Page 2: Transition Services) 1. Development of Employment and other Development post-school adult living: post-school How to look for a job, how to interview for & secure a job, how to keep a job, fulfilling the complete prerequisites for a job, how & when to leave a job. DRS referral, legal issues, selective service, etc. (Employment during high school is crucial because it is the one factor that research has shown improves the employment rate of students in special programs upon leaving the school setting.) 20 20 Components of the Transition Plan (Page 2: Transition Services) 1. Appropriate acquisition of daily living Appropriate skills and/or functional vocational evaluation: evaluation: (household chores, personal hygiene, medical needs, banking, etc…) Students need to be able to make informed, satisfying career choices, set goals & modify these goals as needed, & advocate for themselves. 21 21 Components of the Transition Plan (Page 2: Transition Services) 1. Linkages to after graduation support/services: Whatever assistance you feel the student will need Whatever from outside agencies. from (Ex: DRS, SSI, Sp. Needs counselor at a college (Ex: or university, Group home rep., Sheltered Workshop rep., etc…) Workshop (See additional ideas in resources) 22 22 Indicator 13 Indicator Indicator 13 is a part of the improvement plan. Indicator Districts must meet certain requirements as Districts outlined in the Indicator 13 checklist. outlined 2008-09: 6 requirements 2009-10: 2 additional requirements added (See attached Indicator 13 checklist) 23 23 Indicator 13: Old but still required) Indicator Old 1. Is a Measurable post-secondary goal stated for Is each area? (Employment, Education and/or Training, Independent Living Skills) Training, 2. For each post-secondary goal, is the postsecondary goal updated annually? Need to add to, rewrite, make more specific, etc… each year. Can’t Need use the same text year after year. use 1. For each measurable post-secondary goal, is For there evidence that the goal was based on age-appropriate transition assessment? age-appropriate If not applicable, check N/A. NO triggers a “ding”. 24 24 Indicator 13: (Old but still required) Indicator (Old 1. Enter the transition services listed in each Enter post-secondary goal area. post-secondary Don’t list everything you think they need. Just what you consider most important. most Need something in each area that you have a goal for. If you don’t have a goal for an area, mark through! Note goal #’s at end of each choice!!! 1. Is a course of study that is aligned to Is ALL the student’s post-secondary goals indicated? indicated? Complete ENTIRE table. Complete Change courses each year to match actual schedule. Change 25 25 Indicator 13 (Updated) 1. For each post-secondary goal is (are) For there annual goal(s) included in the IEP that is/ there are related to the student’s transition services are needs? needs? May use academic goals if you can justify how May they are transition related. they Check “Transition” on goals pages. If not applicable, check N/A. NO triggers a “ding”. 26 26 Indicator 13 (New) 1. Is there evidence that the student was Is invited to the IEP Team meeting where transition services were discussed? transition Add student’s name to invitation. If student doesn’t attend, make sure you If document somewhere how you obtained student’s preferences and interests. student’s 27 27 Indicator 13 (New) 1. If appropriate, is there evidence that a If 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? who Can’t make parent/student consent!! Can’t make agency attend! If can’t get consent or doesn’t attend, document what you If did to give student needed information. did 28 28 ...
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This note was uploaded on 06/18/2011 for the course SPE 3700 taught by Professor Janpearcy during the Spring '11 term at E. Illinois.

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