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welcome to this online session through interacting with the content of this presentation you will learn the basics of transition planning for students with disabilities and how effective planning impacts transition readiness for students this session is intended to be an overview of the federal and state requirements regarding transition you will be given detailed instructions and what the requirements are and how to document them in a student's record we anticipate it will take you approximately one hour to complete the entire session although you may pause the presentation at any time to examine the content in detail follow-up and implementation of the activities will depend upon your local districts requirements since the 2004 individuals with Disabilities Education Act reauthorization the federal Department of Education Office of special education programs OSEM has put increasing pressure on States to come into compliance with I DEA the Kentucky Department of Education kte believes that the focus of special education needs to be on educational outcomes for students with disabilities as well as compliance with AI DEA our compliance is essential in meeting the regulatory requirements these same requirements make transition planning thorough and effective for students with disabilities thus leading to better outcomes o SEP requires States to report annually on several indicators of compliance and outcomes indicator 13 is the indicator that relates to transition planning in students IEP or individual education program according to KDE state report card approximately 25% of students with disabilities do not graduate from high school the KDE division of learning services highlighted this data in August of 2017 you can see that we have reason for wanting students to have more effective transition planning while Kentucky's graduation rate overall is among the nation's highest at eighty nine point seven percent in 2016 through 17 the graduation rate for students with disabilities is just seventy four point four percent the taxonomy for transition programming involves interagency collaboration family involvement program structures student development and student focused planning the taxonomy for transition programming implements this transition perspective the taxonomy is a broad approach to transition planning in that it provides quality indicators and guideposts to success for transition aged youth the taxonomy also includes components for program evaluation and team planning for a copy of the resource go to WWE que des Division of learning services has aligned the compliance record review items 49a through I with the annual performance report indicator 13 sub indicators that we will review in this session our training objectives for today are to understand and be able to implement the transition planning process for students with disabilities in order to help them complete high school and become transition ready to understand appropriate methods for documenting indicator 13 compliance please note the image from the Kentucky IEP guidance document transition is something that should be embedded throughout the entire IEP process this is indicator 13 as stated in the annual performance report to office of special education programs and referenced in the individuals with Disabilities Education Act you'll notice that the underlined phrases match up with the sub indicators on the next slide in Kentucky indicator 13 is monitored on the record review with item 49 a through I we focus on these nine requirements because they are the sub indicators if you will of indicator 13 for the state performance plan and annual performance report KDE has to report the monitoring findings of these nine sub indicators to OSAP each year since we have been reporting our monitoring data for indicator 13 we have had less than the required 100 percent compliance rate this is one of the reasons Kentucky has determined as a state that needs assistance by OSA as a result o SEP requires that KDE ensure that any non-compliance found in a local district be corrected within one year osa also clarifies that any non-compliance found in any individual students record is to be corrected within one year unless of course the student leaves the district's jurisdiction transition planning is a process that can lead to successful post-secondary outcomes for students with disabilities each sub indicator is a vital component of effective transition planning that will ultimately contribute to a student's transition readiness we will begin with sub indicator 49 a measurable post-secondary goals please notice the green section here on the flow chart above depicting where this occurs in the process as required by federal and state regulations the measurable post-secondary goal must contain a training education component and employment component when appropriate the post-secondary goal must include a component for independent living skills the post-secondary goal is developed with information from the results of the students transition assessments arcs can use informal assessments such as student interest surveys or interviews as well as more formal transition assessments such as the ILP or individual learning plan it is required that each post-secondary goal include education or training in many instances the areas of training and education are overlapping as you can see there are several examples of what education and training may look like for a student the second required component of the post-secondary goal is employment this could refer to competitive employment supported employment or a different type of employment competitive employment means work in a competitive labor market that is performed on a full-time or part-time basis in an integrated setting and for which an individual is compensated at or above the minimum wage but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled this can include self-employment supported employment is competitive work in integrated work settings consistent with the strengths resources priorities concerns abilities capabilities interest and informed choice of the individuals for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred and who because of the nature and severity of their disability need intensive supported employment services some other employment means working for pay other than the above definitions this includes working in a family business and entrepreneurship I DEA would not prohibit a work placement in a segregated setting but least restrictive environment provisions would apply to the employment portion of the students program and placement here is a sample formula for writing post-secondary goals this is a sample and only one way to develop post-secondary goal statements the first blank documents that the goal occurs after high school the second blank provides a place for the student's name next is a space for the education training component followed by a space for the employment component here are some additional examples of post-secondary goals notice the color coding on this slide red refers to education training components where green refers to employment components these are some non examples of post-secondary goals in the areas of education training and employment independent living skills are those skills or tasks that contribute to the successful independent functioning of an individual and adulthood in the following domains leisure recreation home maintenance personal care and community participation here is a sample formula for writing post-secondary goals in the area of independent living this is a sample and only one way to develop goal statements the first blank denotes that the goal is intended to occur after high school the second blank is for the students name and the last blank is to denote the independent living component in addition to the required areas of education training and employment some students will have post-secondary goals to cover all three areas education training employment and independent living here are examples of post-secondary independent living goals these are non examples of independent living post-secondary goals these goals do not meet indicator thirteen standards for item 49 a for the following reasons in the first example relying on families is not an independent living skill in the second example once is not an observable behavior this is an example of how measurable post-secondary goals will look on the IEP please note the screenshot of a post-secondary goal in Infinite Campus look at the record review directions for 49a this is from the 2017-18 record review document stating the minimum requirements for compliance this section will focus on sub indicator 49 be identifying transition services to document on the IEP transition services are represented on our chart in blue the IEP includes transition services that will reasonably enable the child to reach the post-secondary goals services should be results-oriented and based on the individual student needs transition services are individualized based on transition needs these services may include but are not limited to the following instruction related services community experiences employment other post-school adult living objectives acquisition of daily living skills and provision of a functional vocational evaluation students differ from each other in terms of the nature of their disability personality abilities cultural values and interests therefore the type and amount of transition services must be individualized the focus should be on how we can help the student achieve his or her post-secondary goal and what needs to be in place here are some examples of transition services you here are some additional examples of transition services you transition services in the area of instruction refers to the general curriculum in the teaching and learning of skills is almost always accomplished through the multi-year course of study these are examples for instruction remember the focus is to get the students ready for after graduation this type of planning discussion and identification of activities or strategies should provide for a seamless post-secondary transition here are some examples of related services that can be provided and/or paid for by agencies outside of school when we think of related services we normally think of speech ot PT special transportation etc or what the student receives while in school these same services can be provided to the student after high school it is important that they and their parents understand how to get these services activities and strategies for transition services in the area of community experiences should encourage the student to participate in community settings that may include community-based work experiences or exploration job site training government social recreational leisure shopping banking transportation and/or other opportunities these are some examples of transition services for community experiences students need to know where important places are located within their community the students also need to be able to know where the bank is located that is responsible for the electronic deposits and their accounts students need to receive the necessary training to be able to operate in their community activities and strategies for transition services for employment should focus on development of work related behaviors job seeking and keeping skills career exploration skill training apprenticeship training and actual employment these should be based on the students interest and transition needs to gain successful employment after high school employment services will be different for every student these services should be individualized based on transition needs additional examples of transition services for employment are listed here you transition services in the area of post-school adult living refers to the activities and strategies that focus on adult living skills that are generally done on an occasional basis as an adult here are some examples of post-school adult living objectives you additional examples of post-school adult living transition services are listed here you transition services in the area of daily living skills refer to activities that adults do most every day here are some examples many of these examples you may have seen in other components of transition services as there may be some overlap our our jobs as teachers are to provide the individual students with the necessary courses and skills to ensure they will be able to function in the community after graduation if our students do not receive these necessary skills they will not be able to function appropriately in society and we have not set them up for success transition services in the area of functional vocational evaluation refers to a specialized assessment of skills a functional vocational evaluation can include observations formal or informal measures and should be practical here are a few examples of functional vocational evaluation services you the under lease Everson transition rating scale better known as the est our our rating scales that are completed by the school and parent it has 47 items to rate the rating scale is as follows yes means if the student can perform the skill independently or consistently no means that the student does not perform the skill independently or consistently the subscales include employment home living Recreation leisure community participation and post-secondary education there are many other transition rating scales available however the estr has rating skills for students with mild moderate to severe disabilities let's look at an example we look at the post-secondary goals and the transition services listed we can see the IEP supports joseph and reaching his post-secondary goals his goals are as follows upon completion of high school Joseph's goal is to complete employment skills training and an on-the-job training provided through the office of vocational rehabilitation in order to work in a supported employment position as a landscape assistant his independent living goal is as follows upon completion of high school Joseph's goal is to live in a supported living setting with two to three roommates and to perform personal shopping activities weekly with assistance the transition services are as follows completion of multi year course of study leading to an alternative high school diploma community based instruction individual advising on completion of the alternate ILP community-based work transition program in collaboration with the office of vocational rehabilitation inviting agriculture teacher to transition planning sessions provide opportunity for participation and regional transition fair provide information to Joseph's parents about guardianship SSI Michelle P waiver and supported living daily living skills instruction in the second column is agency responsible and you can see that the special education teacher is responsible for most of the services the counselor and job coach are also listed this is a snapshot of infinite campus for a student that has turned 16 years old the transition services that are listed need to be provided by the agency responsible these services assist the students in receiving the necessary skills to attain their post-secondary goals look at the record review directions for 49b this is from the 2017 2018 record review document stating the minimum requirements for compliance now we will focus on 49 c and 49 d which relate to agency involvement in transition planning and is depicted here on our chart with the purple section sometimes the transition services that a student needs may be provided and/or paid for by another agency if this is the case that agency's representative may need to be invited to an AR C meeting to discuss the services let's look at some examples and documentation of other agency involvement if the IEP includes transition services that may be provided or paid for by another public agency then the AR C documents that agency is the agency responsible in the appropriate se tion of the transition page of the IEP this documents the need to invite in representative from that agency to an IRC meeting the AR C then invites the agency's representative to an AR C meeting to discuss transition services let's look at John's transition services as examples notice that for the first five transition services only the high school is listed as the agency responsible no outside agency is needed to provide or pay for these services for the last two transition services another agency is listed for these services the two agencies OB are in the Community and Technical College's Disability Support Services office would need to be invited sometimes an AR see plans to do these types of service during the student's senior year in that case the AR C might document the service as vocational rehabilitation referral to determine eligibility for tuition assistance during senior year or apply for college and disability support service during senior year this shows that the AR C won't be inviting another agency until the student's senior AR C meeting there are many possible transition services that a student may need in a variety of outside agencies that may provide or pay for these services the AR C should consider the assistance of outside seize and plan accordingly if there are no transition services listed to indicate another agency and then notice of invitation indicates that no other agency is needed the conference summary notes should reflect the discussion and decisions regarding the need for other agencies this is an example consent document in Infinite Campus many districts have their own form the consent must not be a blanket consent for many agencies just in case you need them IDE a requires that consent be informed which means that the parent or emancipated youth must be informed as to which agencies are invited consent for an outside agency must be obtained prior to the AR C notice being sent out the consent document must be clear about what period of time the consent is provided for so that the parent or the child when at the age of majority understands the permission he or she is providing the period though can be for longer than one year once consent is received it is valid until graduation student reaches the age of 18 or is emancipated as your district policies and procedures allow at the age of 18 or emancipation a new consent form will need to be signed by the student please note the AR C documents if no outside agency is needed at a particular meeting if no outside agency is listed for any transition service and the notice of admissions and release committee meeting documents that another agency is not appropriate at this time that the consent for invitation is not required if you invite an outside agency and they are unable to attend it is not necessary to get an excuse all from the parent or guardian if an outside agency is to be invited the AR C documents this on the AR C meeting notice if no outside agency is listed for any transition service on the student's IEP the AR C should mark not appropriate at this time on the notice and document it in the conference summary to document an infinite campus use the transition services editor type the transition services and agency responsible in the appropriate sections look at the record review directions for 49 C and 49 D this is from the 2017-2018 record review document stating the minimum requirements for compliance now we will move on to 49 E which requires that the multi-year course of study let's specific coursework a student completes through the high school exit year it includes coursework directly aligned with the students post-secondary goals on our chart you'll see this component represented in brown this is a snapshot of where to include the multi-year course of study in the IEP please note include all grade levels when completing the course of study additional grades can be added multi-year means from the current year to the child's anticipated year of exiting high school courses should be identified by specific title the use of the term elective is non-compliant the student's course of study is a multi-year description of coursework designed to be in alignment and help achieve the students post-secondary goals it's OK for the plan to change as the students interest change but a plan must be made it is also strongly recommended that the AARC include documentation of their discussion of the review of the multi-year course of study in the conference summary and action notice the students multi year course of study must be in alignment with the students ILP as required by 707 kar 1 320 section 7 part 1 in the event the student is an out-of-state transfer or is identified after the ninth grade year the multi year course of study should begin at that point here is an example of listings within a course of study for a student who will receive an alternative diploma notice that the courses listed are meant to address content standards that have been reduced in depth and breadth these courses cover grade 14 which includes the transitional years of ages 18 through 21 this is a screenshot from the 2017-2018 record review document and gives guidance on documentation requirements for 49e the multi-year course of study the next sub indicator 49 F will focus on aligning annual goals to the post-secondary goal this is shown here on our chart in red on the IEP form there is a particular place to document that an annual goal supports the students post-secondary goals on the annual goal page just under the annual goal and specially designed instruction this example shows an annual goal that the arc documents supporting both the education training and employment goals one thing to remember is that the arc wouldn't check that an annual goal supports an independent living post-secondary goal if the student doesn't have an independent living post-secondary goal check the box next to the post-secondary goals to which the annual goal is linked for each post-secondary goal there must be an annual goal or goals included in the IEP that will help the student make progress towards stated post-secondary goals alignment between the annual goal and the post-secondary goal and transition services is documented directly below each annual goal in the IEP in the 2017-18 record review item 49 F is documented by checking the appropriate post-secondary goals component that ties to the annual goal this next section will focus on 49 G transition assessment transition assessment is shown on our chart at the top in orange it is recommended that all students who have been on a general education track and plan on enrolling in post-secondary education or training have the following information in their files cumulative or due process state-mandated test scores gathered during high school quarterly or semester grades throughout high school current psychological assessment data indicating areas of strength and weakness while documenting the presence of a diagnosed disability and college entrance exam scores if applying to four-year colleges this information would include a data gathered over time that can be be associated with current and future environments additional information may include informal interviews with students student completion of interest inventories or questionnaires to establish student interest and preferences in transition planning to meet the basic requirements of age-appropriate transition assessment there are many available sources for transition assessments samples of transition assessment sources are listed on the slide however this is not an all-inclusive list this slide shows additional examples of transition assessments including the individual learning plan academic records the multidisciplinary assessment school or community-based work experiences and interviews with students and parents this is an example of a transition assessment information gathering form that can be used to keep track of assessment results this form is not a requirement but could be a helpful tool in conducting transition assessments this is an example of the transition assessment information gathering form that has been completed for a student this is the same information from the previous slide however please note that the text in red cites the source of the data the following questions guide the development of the present levels for instruction and related services this list is not exhaustive but rather serves as a prompt to identify current educational performance selects questions that are relevant to the students needs related to the disability based on current intervention or IEP progress monitoring data the following questions guide the development of the present levels for community experience and development of employment the following questions guide the development of the present levels for post-school adult living objectives acquisition of daily living skills and functional vocational assessment on the IEP transition services needs editor there is a particular place to document the transition assessments used as a basis for determining the post-secondary goals the section is introduced with the question what transition assessments were used to determine the child's preferences and interest the arc also uses the information gathered from transition assessments to develop the present level transition needs statement as well as determined the post-secondary goals when the arc references particular transition assessments in the present level transition needs statement this documents their use in consideration of the transition assessment data as with any arc discussion it is also recommended that the arc document their discussion in the conference summary look at the record review directions for 49 G this is from the 2017-18 record review document stating the minimum requirements for compliance now we've covered all the transition services requirements on the chart you see on the slide the chart was adapted from Seattle University Center for change in transition services from 2010 you probably noticed that our numbering system 49 a through 49 I didn't align exactly with the process as depicted by the chart let's review the actual process again by using our chart the AARC uses age appropriate transition assessments Orange to develop the present level statements of the student's IEP and to use as a basis when writing for the post-secondary goals green based on the post-secondary goal the AARC determines what transition services blue need to be included in the student's IEP being sure to include as one of those services a description of the student's course of study Brown the AR C also develops annual goals that will assist the student in progressing toward his or her post-secondary goals red if any of the transition services can be paid for or provided by an outside agency the AARC determines the need to invite an agency representative to the next IRC meeting purple now as we end our session let's look at a couple more requirements that are critical to good transition planning and that are also sub indicators of indicator 13 we'll talk now about 49 H which focuses on student involvement in the transition planning process the student should be checked as invited on the notice of a RC meeting sent to the parent and/or student if the student is 18 the record should also show that the student signature is on the conference summary as attending the a RC meeting if the student does not attend the a RC must document other steps that were taken to ensure that the student's interests and preferences were considered this may include documentation of surveys interviews ILP or IGP description in the conference summary notes etc it's important for students to be an active participant in his or her a RC meeting one way this can be accomplished is to have the student develop a presentation to share during the meeting this presentation can include likes dislikes preferences interests and strengths this slide shows additional ways to include students in the meeting look at the record review directions for 49 H this is from the 2017-2018 record review document stating the minimum requirements for compliance you will find this information on the notice of admissions and release committee meeting the AR C should document annual review of the IEP including the post-secondary goals by stating the meeting date in the anticipated review date of the IEP by checking the last IEP date against the current IEP date the annual timeline may be confirmed just as the student's individual learning plan or individual graduation plan is updated annually to reflect changes in education training and employment goals so must the students post-secondary goals in the IEP be updated the AARC must review transition assessment data and determine if more information is needed as a basis for developing new or revising post-secondary goals look at the record review directions for 49 I this is from the 2017 2018 record review document stating the minimum requirements for compliance the documentation for the sub indicator can be found on the IEP conference summary or action notice the requirement for 49 I is stated in the box the measurable post-secondary goals are updated annually look at the record review directions for 50 this is from the 2017 2018 record review document stating the minimum requirements for compliance if any of the sub components of 49 are out of compliance and the student is 16 or older then item 50 would be out of compliance thank you for listening to this presentation hopefully you have gained knowledge and skills to enable you to better meet the requirements of indicator 13 as well as use these requirements to assist your students in becoming in transition ready there are many resources available for further professional development for more information on transition planning for students with disabilities visit national technical assistance center on transition the Kentucky Department of Education website or contact your regional educational cooperative special education director