Secondary Transition Planning and the IEP: What Families Need to Know

Transcription

1 Secondary Transition Planning and the IEP: What Families Need to Know Bill Freeman New Jersey Department of Education Office of Special Education Programs Alice Hunnicutt Statewide Parent Advocacy Network

2 Our Focus Today Will Be On: State and Federal requirements related to Transition from School to Adult Life Suggested practices for families to promote successful transition 2

3 Federal and State Regulations Individuals with Disabilities Education Act 2004 Final Regulations 34 CFR Part 300 issued on August 14, 2006 New Jersey Administrative Code Title 6A Chapter 14 3

4 Transition: Defined Transition is a formal process of long-range cooperative planning that will assist students with disabilities to successfully move from school into the adult world. 4

5 You Can Not Do It Alone! We need to collaborate and develop partnerships with All parties involved.

6 Who Should be Involved? All students with disabilities turning age 14 and older (or younger if appropriate) Parents and other family members Teachers and other educators (i.e. guidance) Employers Staff from other agencies 6

7 Transition (The Big Picture) Transition helps students choose what they want to do after graduating from high school, and prepare for the future they have chosen. 7

8 NJ State Transition Requirements State transition requirements must be addressed in the IEP that will be in place for the school year when the student turns age 14 (or younger) and older 8

9 Student s Age

10 School Years 7 th 8 th 9 th 10 th 11 th 12 th

11 = IEP meeting School Years 7 th 8 th 9 th 10 th 11 th 12 th

12 Statement of the Student s Strengths, Interests and Preferences Course of Study Related Strategies and/or Activities Consider Consultation From Other Agencies Identify Liaison to Post Secondary Resources Statement of Needed Interagency Linkages Student Invitation to the IEP Meeting = IEP meeting School Years 7 th 8 th 9 th 10 th 11 th 12 th

14 Strengths, Interests and Preferences Schools are responsible for identifying in the IEP your child s strengths, interests and preferences related to current activities and future adult life. 14

15 A STATEMENT OF TRANSITION PLANNING Beginning with the IEP in place for the school year when the student will turn age 14, or younger, if appropriate, develop the long range educational plan for the student s future. Review annually. Statement of the student s strengths, interests and preferences. APPROPRIATE MEASURABLE POSTSECONDARY GOALS Postsecondary Education: (Including, but not limited to, college, vocational training, and continuing and adult education) Employment/Career: Community Participation: (Including, but not limited, to recreation and leisure activities, and participation in community organizations) Independent Living: COURSES OF STUDY Considering the student's strengths, interests, preferences, and desired postsecondary goals, list the specific courses of study for the period of time covered by this IEP. Include both general education and special education courses. When appropriate, identify the courses of study projected for future years. Courses of Study (List course names): Projected Courses of Study (List course names): Projected Courses of Study (List course names): Projected Courses of Study (List course names): RELATED STRATEGIES AND/OR ACTIVITIES In addition to the courses listed above, list related strategies and/or activities that are consistent with the student s strengths, interests, and preferences, and are intended to assist the student in developing or attaining postsecondary goals related to training, education, employment and, if appropriate, independent living. 15

16 Strengths, Interests and Preferences Suggestions for Families Families can assist in identifying and sharing this information with school staff throughout the school year. This is an opportunity to describe what your child likes to do, has an interest in, and is good at doing at home and in the community. Focus on the positive here, not the negative. List the activities that your child is particularly good at and likes to do, rather than the activities that he or she just participates in. 16

18 Course of Study The IEP needs to identify the courses (both general and special education) that your child will take during the time period covered by the IEP. The IEP can also include a projection of the courses (both general and special education) that your child might take in future school years. 18

19 STATEMENT OF TRANSITION PLANNING Beginning with the IEP in place for the school year when the student will turn age 14, or younger, if appropriate, develop the long range educational plan for the student s future. Review annually. Statement of the student s strengths, interests and preferences. APPROPRIATE MEASURABLE POSTSECONDARY GOALS Postsecondary Education: (Including, but not limited to, college, vocational training, and continuing and adult education) Employment/Career: Community Participation: (Including, but not limited, to recreation and leisure activities, and participation in community organizations) Independent Living: B COURSES OF STUDY Considering the student's strengths, interests, preferences, and desired postsecondary goals, list the specific courses of study for the period of time covered by this IEP. Include both general education and special education courses. When appropriate, identify the courses of study projected for future years. Courses of Study (List course names): Projected Courses of Study (List course names): Projected Courses of Study (List course names): Projected Courses of Study (List course names): RELATED STRATEGIES AND/OR ACTIVITIES In addition to the courses listed above, list related strategies and/or activities that are consistent with the student s strengths, interests, and preferences, and are intended to assist the student in developing or attaining postsecondary goals related to training, education, employment and, if appropriate, independent living. 19

20 Course of Study Suggestions for Families Families can provide input to school staff to ensure that their child s strengths, interests and preferences are reflected during the course selection process. 20

22 Related Strategies and/or Activities The IEP needs to identify related strategies and/or activities that: Are consistent with the students strengths, interests, and preferences. Are intended to assist the student in developing or attaining postsecondary goals. 22

23 STATEMENT OF TRANSITION PLANNING Beginning with the IEP in place for the school year when the student will turn age 14, or younger, if appropriate, develop the long range educational plan for the student s future. Review annually. Statement of the student s strengths, interests and preferences. APPROPRIATE MEASURABLE POSTSECONDARY GOALS Postsecondary Education: (Including, but not limited to, college, vocational training, and continuing and adult education) Employment/Career: Community Participation: (Including, but not limited, to recreation and leisure activities, and participation in community organizations) Independent Living: COURSES OF STUDY Considering the student's strengths, interests, preferences, and desired postsecondary goals, list the specific courses of study for the period of time covered by this IEP. Include both general education and special education courses. When appropriate, identify the courses of study projected for future years. Courses of Study (List course names): Projected Courses of Study (List course names): Projected Courses of Study (List course names): Projected Courses of Study (List course names): RELATED STRATEGIES AND/OR ACTIVITIES C In addition to the courses listed above, list related strategies and/or activities that are consistent with the student s strengths, interests, and preferences, and are intended to assist the student in developing or attaining postsecondary goals related to training, education, employment and, if appropriate, independent living. 23

24 Related Strategies and/or Activities Suggestions for Families In preparation for the next IEP meeting, families can collaborate with school staff to select strategies and activities that are consistent with their child s strengths, interests, and preferences, and will assist him or her to develop or attain postsecondary goals. 24

26 Consultation from Other Agencies During the IEP meeting, the IEP team needs to consider the need for consultation from the Division of Vocational Rehabilitation Services, Department of Labor and other agencies providing services for individuals with disabilities. Consultation = Information and Advice 26

27 Consultation from Other Agencies Consultation, or information & advice can come from agencies such as: NJ Division of Disability Services NJ Division of Vocational Rehabilitation Services NJ Transit Access Link NJ Comm. for the Blind and Visually Impaired Community Mental Health Agency Center for Independent Living NJ Division of Developmental Disabilities 27

28 Consultation from Other Agencies Sample topics What are some of the programs and services typically provided by the agency? What are the post high school vocational training options for my child? Which vocational assessments and interest inventories would be appropriate for my child? What are the current and projected future local labor market conditions? Which assistive technology/adaptive devices would be appropriate for my child? 28

29 D STATEMENT OF CONSULTATION Information/advice is needed from Division of Vocational Rehabilitation Services and/or other agency or agencies. List the name of any agency from which consultation is needed: NAME OF SCHOOL STAFF PERSON WHO WILL BE THE LIAISON TO POSTSECONDARY RESOURCES: STATEMENT OF NEEDED INTERAGENCY LINKAGES AND SCHOOL DISTRICT RESPONSIBILITIES As appropriate to the anticipated needs of the student, list all agencies to which the student will be referred by the school district liaison to postsecondary resources in the spaces below. List the responsibility of the school district and/or student/parent(s) with respect to contacting each agency listed and providing needed information or documentation to each such agency. AGENCY: School district responsibilities: Student/parent responsibilities: AGENCY: School district responsibilities: Student/parent responsibilities: AGENCY: School district responsibilities: Student/parent responsibilities: 29

30 Consultation from Other Agencies Information and advice from other agencies should be obtained after the IEP meeting. This can be done through phone calls, , mail, individual and group meetings, etc. 30

31 Consultation from Other Agencies Suggestions for Families Don t confuse this consideration for consultation with the consideration for referring your child to another agency for eligibility. Don t decide prior to the IEP meeting that consultation is or isn t needed. This decision needs to be made by all the attendees at the IEP meeting. 31

33 Liaison to Post-secondary Resources The IEP must identify the school staff who will serve as a liaison to postsecondary resources and make referrals to the resources as needed. 33

34 STATEMENT OF CONSULTATION Information/advice is needed from Division of Vocational Rehabilitation Services and/or other agency or agencies. List the name of any agency from which consultation is needed: E NAME OF SCHOOL STAFF PERSON WHO WILL BE THE LIAISON TO POSTSECONDARY RESOURCES: STATEMENT OF NEEDED INTERAGENCY LINKAGES AND SCHOOL DISTRICT RESPONSIBILITIES As appropriate to the anticipated needs of the student, list all agencies to which the student will be referred by the school district liaison to postsecondary resources in the spaces below. List the responsibility of the school district and/or student/parent(s) with respect to contacting each agency listed and providing needed information or documentation to each such agency. AGENCY: School district responsibilities: Student/parent responsibilities: AGENCY: School district responsibilities: Student/parent responsibilities: AGENCY: School district responsibilities: Student/parent responsibilities: 34

36 Interagency Linkages Schools are responsible for determining if your child should be referred to another agency for an eligibility determination to receive current and/or future (i.e. post school) services. If your child needs to be referred to an agency or agencies, then the IEP needs to identify the agencies and the responsibilities of the school district, student and parent with respect to contacting each agency listed, providing needed information or documentation, and any other steps to be taken to complete the referral process. 36

37 STATEMENT OF CONSULTATION Information/advice is needed from Division of Vocational Rehabilitation Services and/or other agency or agencies. List the name of any agency from which consultation is needed: NAME OF SCHOOL STAFF PERSON WHO WILL BE THE LIAISON TO POSTSECONDARY RESOURCES: F STATEMENT OF NEEDED INTERAGENCY LINKAGES AND SCHOOL DISTRICT RESPONSIBILITIES As appropriate to the anticipated needs of the student, list all agencies to which the student will be referred by the school district liaison to postsecondary resources in the spaces below. List the responsibility of the school district and/or student/parent(s) with respect to contacting each agency listed and providing needed information or documentation to each such agency. AGENCY: School district responsibilities: Student/parent responsibilities: AGENCY: School district responsibilities: Student/parent responsibilities: AGENCY: School district responsibilities: Student/parent responsibilities: 37

38 Interagency Linkages Suggestions for Families Families should consult with their child, school staff, and agency personnel when this determination is made. You can get assistance with making this determination from the NJ Division of Disability Services at

39 Interagency Linkages Suggestions for Families Be sure to consider needed linkages with any and all agencies. Make sure your child has agreed to be referred to the agencies. Find out the agencies time frame for accepting referrals. 39

41 Student Invitation When transition services will be discussed at an IEP meeting, the school must invite your child to attend the meeting. Your child s invitation should be in writing, and sent or given directly to your child. 41

42 Statement of the Student s Strengths, Interests and Preferences Course of Study Related Strategies and/or Activities Consider Consultation From Other Agencies Identify Liaison to Post Secondary Resources Statement of Needed Interagency Linkages Student Invitation to the IEP Meeting Age Appropriate Transition Assessments = IEP meeting Measurable Postsecondary Goals Statement of Transition Services 7 th 8 th 9 th 10 th 11 th 12 th

43 Age Appropriate Transition Assessments Schools are responsible for conducting age appropriate transition assessments to assist your child to develop postsecondary goals. 43

44 Age Appropriate Transition Assessments Information obtained from transition assessments provide the basis for your child s postsecondary goals. Transition Assessment Data Postsecondary Goals 44

45 What Does Your Child Want To Do After High School? Go to college? Which college? Why? Go to trade school? Which school? Why? Get a part-time job? Doing what? Get a full-time job? Doing what? Get an apartment? Where? Join a health club? Etc. Etc. 45

46 Age Appropriate Transition Assessments According to the Division on Career Development and Transition of the CEC, Transition Assessment is: the ongoing process of collecting data on the individual s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. (Sitlington, Neubert, Begun & Leconte, 2007) 46

47 Age Appropriate Transition Assessments Suggestions for Families Families can be an invaluable source of information on their child s needs, preferences, and interests as they relate to current living, personal, and social environments. On an ongoing basis, families can share what they know about their child s needs, preferences, and interests with the school staff. 47

48 Statement of the Student s Strengths, Interests and Preferences Course of Study Related Strategies and/or Activities Consider Consultation From Other Agencies Identify Liaison to Post Secondary Resources Statement of Needed Interagency Linkages Student Invitation to the IEP Meeting Age Appropriate Transition Assessments = IEP meeting Measurable Postsecondary Goals Statement of Transition Services 7 th 8 th 9 th 10 th 11 th 12 th

49 Appropriate Measurable Postsecondary Goals Schools are responsible for including in the IEP your child s postsecondary goals related to education/ training, employment, and if appropriate, independent living. 49

50 STATEMENT OF TRANSITION PLANNING Beginning with the IEP in place for the school year when the student will turn age 14, or younger, if appropriate, develop the long range educational plan for the student s future. Review annually. Statement of the student s strengths, interests and preferences. G APPROPRIATE MEASURABLE POSTSECONDARY GOALS Postsecondary Education: (Including, but not limited to, college, vocational training, and continuing and adult education) Employment/Career: Community Participation: (Including, but not limited, to recreation and leisure activities, and participation in community organizations) Independent Living: COURSES OF STUDY Considering the student's strengths, interests, preferences, and desired postsecondary goals, list the specific courses of study for the period of time covered by this IEP. Include both general education and special education courses. When appropriate, identify the courses of study projected for future years. Courses of Study (List course names): Projected Courses of Study (List course names): Projected Courses of Study (List course names): Projected Courses of Study (List course names): RELATED STRATEGIES AND/OR ACTIVITIES In addition to the courses listed above, list related strategies and/or activities that are consistent with the student s strengths, interests, and preferences, and are intended to assist the student in developing or attaining postsecondary goals related to training, education, employment and, if appropriate, independent living. 50

51 Appropriate Measurable Postsecondary Goals Suggestions for Families In preparation for the next IEP meeting, families can share information about their child with school staff to assist their child to develop appropriate measurable postsecondary goals. Make sure this section in the IEP is completed. Stating Undecided or another indication that your child does not have postsecondary goals is not compliant with regulations. 51

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53 Appropriate Measurable Postsecondary Goals Suggestions for Families Make sure the postsecondary goals are your child s goals, not yours or anyone else's. Don t include your child s needs, current status information, or past accomplishments here. Make sure the postsecondary goals are what your child plans to do after finishing high school, not prior to finishing high school (i.e. Obtain summer job between 11 th and 12 th grade.) 53

54 Statement of the Student s Strengths, Interests and Preferences Course of Study Related Strategies and/or Activities Consider Consultation From Other Agencies Identify Liaison to Post Secondary Resources Statement of Needed Interagency Linkages Student Invitation to the IEP Meeting Age Appropriate Transition Assessments = IEP meeting Measurable Postsecondary Goals 7 th 8 th 9 th Statement of Transition Services 10 th 11 th 12 th

55 Statement of Transition Services Transition services are activities and strategies that assist your child in reaching his or her postsecondary goals. Postsecondary Goals Transition Services Activities/Strategies that help the child to reach postsecondary goals 55

56 Statement of Transition Services Schools are responsible for considering whether or not the student needs transition activities/strategies in the following areas: Instruction; Related Services; Community Experiences; Employment; Adult Living; Daily Living; & Functional Vocational Evaluation. Activities and strategies can be planned for multiple years with responsibilities for implementation shared among all IEP team members. 56

57 H STATEMENT OF TRANSITION SERVICES: COORDINATED ACTIVITIES/STRATEGIES Beginning with the IEP in place for the school year when the student will turn age 16 or younger, if appropriate, complete the following multi-year plan for promoting movement from school to the student s desired post-school goals. The student s needs, strengths, interests and preferences in each area (instruction, community experiences, etc.) must be considered and responsibilities should be shared among participants (student, parent, school staff, outside agencies, employers, etc.). Activities/Strategies Related to Measurable Postsecondary Goals Instruction Postsecondary Education/Training Expected Date of Implementation Person or Agency Arranging and/or Providing Services Related Services Community Experiences 57

58 H STATEMENT OF TRANSITION SERVICES NEEDED TO ATTAIN MEASURABLE POSTSECONDARY GOALS: COORDINATED ACTIVITIES/STRATEGIES (Continued) Activities/Strategies Related to Measurable Postsecondary Goals Employment Expected Date of Implementation Person or Agency Arranging and/or Providing Services Adult Living Objectives Daily Living Skills Functional Vocational Evaluation 58

59 Statement of Transition Services Suggestions for Families In preparation for the next IEP meeting, families can collaborate with their child, school staff (including guidance), and other agencies to select transition services (activities and strategies) that will assist their child to meet his or her postsecondary goals. Students and parents should consider taking responsibility for implementing some activities/strategies. 59

60 STATEMENT OF TRANSITION SERVICES: COORDINATED ACTIVITIES/STRATEGIES Beginning with the IEP in place for the school year when the student will turn age 16 or younger, if appropriate, complete the following multi-year plan for promoting movement from school to the student s desired post-school goals. The student s needs, strengths, interests and preferences in each area (instruction, community experiences, etc.) must be considered and responsibilities should be shared among participants (student, parent, school staff, outside agencies, employers, etc.). Activities/Strategies Related to Measurable Postsecondary Goals Instruction Postsecondary Education/Training 1. Learn about section 504 of the Rehabilitation Act 2. Enroll in SAT prep course 3. Visit college campuses and meet with student support services 4. Learn about process for accessing apartments for rent 5. Obtain, complete, and submit applications to Rutgers and Rowan 6. Obtain, complete, and submit applications for tuition assistance Expected Date of Implementation Fall 2010 Fall 2011 Spring and Fall 2012 Spring 2011 Fall 2012 Fall 2012 Person or Agency Arranging and/or Providing Services Student, Teacher Student, Parent Student, Parent Student, Teacher Student, Guidance Student, Parent 60

61 Summary of Performance Prior to your child s graduation from (or aging out of) school, the school is responsible for providing your child with a written summary of his or her academic achievement and functional performance, including recommendations to assist your child in meeting his or her postsecondary goals. Sample forms are located on the web at: 61

62 For More Information Visit and For questions regarding transition practices, contact Bill Freeman Alice Hunnicutt 62