Life After High School Using Your IEP to Plan for Your

Report
Transition IEP
Using Your IEP to Plan
for Your Life After
High School
Presented by the Transition Alliance Group
1
Session Objectives
 Talk about ways to team up with your
school to plan for your future
 Discuss required transition pages
important for your IEP
 Identify the three outcome areas
 Identify tools and resources in the
community that can help you plan for
your future
2
True or False
 Transition was included in
IDEA because special education
students exiting HS were successful
in achieving positive post-school adult
outcomes such as living on their own,
having a well-paying job and
attending postsecondary education.
TRUE
FALSE
3
False!
Compared to their peers without disabilities,
people with disabilities experience:







Half the graduation rate
Higher dropout rates (21% v. 10%)
Lower college entrance/completion
Lower employment (35% v. 78%)
Higher dependency on public assistance
Higher poverty rate (26% v. 9%)
Lower satisfaction rate (34% v. 61%)
NLTS2
4
True or False
 Students with disabilities transitioning
from school to adult life are not often
supported by effective interagency
collaboration.
TRUE
FALSE
5
True!
 Limited levels of service coordination
and collaboration among schools and
community service agencies.
 Students leave school without
appropriate community connections.
 Long waiting lists for adult services.
6
True or False
 Since mid-1980s, Federal incentives
were offered to states to improve
transition planning services, but no
specific policies were identified.
TRUE
FALSE
7
True!
Transition Services“…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”
- IDEA, 2004
8
IDEA 2004 requires
Conversation regarding transition as part of the IEP
no later than age 14-15-16 including:
 Age-appropriate transition assessments,
 Measurable post school goals in education,
employment, and adult life,
 Transition services identifying what adults will
do to assist young adults in reaching the post
school goals, and accompanying goals and
objectives, and
 Inclusion of community agencies and services
supportive of transition goals with permission.
9
Indicator 13
 Annual review of JeffCo secondary
IEPs to ensure compliance with
requirements under Federal
regulations.
 Encourages school teams to review
and amend development of student
IEP.
 Just Completed- JeffCo is compliant!
10
Indicator 14
 How are our students doing one year
following graduation in regard to
education, employment and
quality of life?
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What is Transition?
 The successful movement from
school to a productive adult life.
 Based on student needs,
interests, and preferences
reflected in the following areas:
 Education/Training
 Career/Employment
 Independent Living
What are the critical elements of
Transition Planning?








Transition Assessments
PLAAFP
Post Secondary Outcome
Course of Study
Transition Services
Agency Linkages
Annual Goals and Objectives
Student Voice/Invitation
Transition Assessment
 Formal and informal
 Designed to gather information about
student: interests, abilities, skills,
preferences, potential barriers,
health, family support, ETC!
 Ongoing throughout period of
transition planning
14
Some examples of Transition
Assessment
TPI – Transition Planning Inventory
Student-centered planning
Parent and student questionnaires
Naviance, College in Colorado
Interest inventories- verbal, readingfree
 Community-based work experiences and
work samples
 Review of records





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PLAAFP
 Present level of Academic Achievement
and Functional Performance
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Eight Components
of the PLAAFP
•
Disability Determination/History of
Disability
•
Description of Progression or
Stability of Disability
•
Current Assessment and Data/Progress on past
Goals and Objectives
•
Limitations and Implications of Disability
•
Accommodations and Modifications
•
Self-Determination
•
Linkages to Agencies and Services Provided
•
Parental Concerns
Measurable Post School
Outcomes
 Must focus on what the student will do
after exiting high school
 Must be a “will” statement, rather than
wants, wishes, or hopes to
 Should be based on findings from
transition assessments done with the
student
 Post school goals must have
corresponding goals and transition
services
18
Student Examples of Outcomes
 What are your identified outcomes?
 How are you using your transition IEP
to help prepare for your next steps in
life?
19
Transition Services
 What the community of adults will do to
facilitate movement from school to post
school activities
 Specific and individualized for the
student
 Related services (speech, motor, mental
health) must be related to the post
school goals
 May include the service of referral to
another agency
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Interagency Linkages
 Documentation of current linkages
 Pamphlets/ Contact Info
 Permission to Invite Form
 Family can invite
 Inform vs. Invite
 District Resources
21
Ensure systemic, consistent and ongoing communication between
school staff, students, parents,
community partners and resources
Course of Study
 Multi- year description of
coursework
 Specific and Individualized
 Links to postsecondary outcomes
Can another school build a class
schedule based on this
information?
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Summary of Performance
”Summary of Performance” must be
completed for exiting students to
facilitate communication and
connection with agencies providing
post high school services.
24
Empower students to become
self-advocates
JeffCo Schools –
Student Tips for Transition
1. Attend your yearly IEP meeting,
participate, and invite friends to help you.
2. Prepare for the meeting by thinking about
your goals for the future, and activities
and strategies that work for you now.
3. Complete any pre-planning tools that
might be useful at the meeting.
4. Talk with your parents
about your goals for the future.
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JeffCo School - Tips for Transition
5. If comfortable, chair the meeting.
6. Share your hopes/ dreams with the
group.
7. Ask questions if you don’t understand
what others are saying.
8. When you get home, review what
happened at the meeting, and are you
happy with the outcomes?
27
Helpful links
 Transition Toolkit—CDE
http://www.cde.state.co.us/cdesped/TK
.asp
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