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Special Education Transition Skills

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Corbett Kesler

on 25 February 2015

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Transcript of Special Education Transition Skills

High School & 18-21 Transition
Middle to High School Transition
Why Build These Skills?
Student-Led IEP
Transitioning from Elementary to Middle School.
Middle to High School Transition
- About 27% of all 15-16 year old students receiving special education services drop out of school each year (National Center for Educational Statistics, 2005).

- Research has identified that some of the negative effects associated with transitioning into high school can be reduced by initiating middle to high school transition programs (Akos & Galassi, 2004).

Resources
Post - Secondary Goals are....

Updated Annually
Based on appropriate transition assessments
Transition services
Course of Study
Related to the student's transition service needs
Annual IEP Goals relating to transition goals.
Evidence that the student was invited to IEP meeting.
Transition Planning
Elementary
Middle School
High School

High School Transition
Suggested Steps to the Student-Led IEP
1. Beginning meeting
by stating a purpose
2. Introducing everyone
3. Reviewing past goals and performance
4. Asking for others’ feedback
5. Stating educational and transition goals
6. Asking questions if you don’t understand
7. Stating the support you will
need
9. Summarizing goals
10.Closing meeting by thanking everyone
11. Working on IEP goals all year.

Are there appropriate measurable post secondary goals that cover education or training, employment and as needed independent living?
Are the post secondary goals updated annually?
Is there evidence that the post secondary goals are based on age-appropriate transition assessments?
Are there transition services in the IEP that will reasonably enable the student to meet his or her post secondary goals?

Compliance Tips cont.

Do the transition services include course of study?
Are the annual IEP goals related to post secondary goals/transition services?
Is there evidence that the student was invited to the IEP meeting?
If appropriate is there evidence that agency was invited to the IEP meeting?


Student-Led IEP
Curriculum Resources
Step-by-Step Process
Middle School Transition Resources
Transitioning from Elementary to
Middle School
Challenges
Larger school personnel
Student population change
Developmental changes
Academic
Focusing on coping with increased homework.
Increasingly difficult courses.

Procedural

Navigating around
Dealing with a larger school environment.
Multiple classes taught by different teachers.

Compliance Tips
Social Concerns


Fitting in and making new friends.
Getting along with peers.
Coping with bullies and older students.
Derived from: Change is Hard: Easing into
the Middle Grades.

Parent and students' top concerns
Academic
Procedural
Social
Best Practices
Derived from:
Timeline
A year before transitioning
During their 4th or 5th grade IEP inquire about their middle school plans.
Provide a one day shadowing program.
Collaborate across schools, to create opportunities for teachers to learn about one curricular requirements.
Example of a goal:
In order for John to read and understand literature presented in Literacy class by......
References
http://www.cde.state.co.us/

George, M.A., Breslin, M., & Evans, W. (2014). Change is hard:
Easing into the middle grades.
Principal Leadership
, 7(7),
32-35

http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy.html

http://www.imdetermined.org/quick_links/life_lines/

http://www.cde.state.co.us/cdesped/tk_tab03_maintaining
Timeline
Last couple months of school before transitioning.
Hold a transitioning meeting to discuss the following.
LRE change
Goals- aligned to middle school
Accommodations and Modifications
INDICATOR 13
What is Indicator 13?

Youth who are age 16 and above with an IEP that includes appropriate measurable post-secondary goals.

Age Exception - if the student is 15, first IEP and no later than the end of 9th grade or earlier if necessary.
Developmental Pathways:
-Individuals in Douglas &
Arapahoe County can begin
to apply for adult services at the age of
14
.

Adult Services Include:
-Adult Supported Living Waiver (18+)
-Adult Residential Waiver (18+)
-Community Integrated Employment Services (18+)

Division of Vocational Rehabilitation (DVR)
-Offers services for job placement
and job coaching

-Individuals need to be at least
16 years old

School-to-Work Alliance Program (SWAP)
-Offers services for pre-employment prep and job skills

-Individuals with a
mild to moderate
employment barrier.
College Living Experience
-Provides post-secondary support to young adults with Asperger's Syndrome, Autism,
ADD and learning disabilities.
Think College
-Provides college options for individuals with intellectual disabilities.
-Provides educational in the areas of job skills, living skills and social skills.
What to expect...
-Within the high school setting, academics will integrate Life Skills and Vocational Skills in all subject areas.

-A top priority is assisting each student to reach their highest level of independence possible!
-After completion of high school, SSN students can continue in the school district through the district's transition program.

-District transition programs are for students with significant support needs ages 18-21 years old who need continued support in vocational and living skills.

-Students participating in the district's transition program (18-21) will focus most of their time on job skills and independent living skills.
What's available after High School?
CDE
Colorado Department of Eduction
Douglas County Steps Documentation
Both Congress and the U.S. Department of Education recognized that early transition planning is important because:

• Transition from special education services and its
entitlements to an eligibility system is complicated.
• For students with severe disabilities and complex
needs it will take time to put post-school services and
supports in place.
• Some students will likely be using the services of many agencies and time will be needed to figure out who can do what and who will pay for what services.
CDE Transition Portfolio
Transition assessments are used to answer 3 questions:
1) Where is the student presently?
2) Where is the student going?
3) How will the student get there?

The assessment also drives the Post Secondary Goals for Post School Education/Training, Career/Employment and if needed, Independent Living Skills.

INFORMAL ASSESSMENTS
Direct Observation, Student Survey, Situational Assessments, Environmental Assessments, Transition Planning Informal Survey, Student Transition Interview

SCHOOL PERFORMANCE ASSESSMENTS
Transition Planning Inventory

CURRICULUM BASED ASSESSMENTS
Brigance Life Skills Inventory and Employability Skills Inventory

CAREER ASSESSMENTS (Severe Needs)
Reading Free Inventory

CAREER RESOURCES
College in Colorado: https://www.collegeincolorado.org/
Life Skills Assessment: http://lifeskills.casey.org/
Work Interest Quiz: http://www.myfuture.com/
Youthhood: http://www.youthhood.org/index.asp
What this means to the student...
We are meeting to talk about:

One year ago, I was…(what school, how it was going, outside of school…)

Recent successes and Recent challenges

I reached these goals...

I made progress on these goals...

After High School I want to...

My own family? (Marriage, children)

I want to live (on my own, with friends, with family).

Things I want to work on to become more independent are...

Things I will do for fun...

I want to continue progress on these goals...

I want to start working on these goals...

What my teachers and others can do to help...


National Secondary Transition Technical Assistance Center
Full transcript