Transition, Course of Study and

other updates

T. King Transition Coordinator

TodayLots to Cover

I. Effective Transition Planning aligned with Indicator 13 Standards

II. Future Ready Core Course of StudyIII. Future Ready Occupational Course of

StudyIV. Questions ???????

Question

• If we are to prepare students to successfully transition to the responsibilities of adult life, how can we accomplish this without knowing where the student is going?

• Transition planning must guide the development of the IEP.

IDEA 2004 Definition of Transition Services

A coordinated set of activities for a student with a disability that is 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, including postsecondary education, vocational education, integrated employment (including supported

employment), continuing and adult education, adult services, independent living or community participation.

In other words: Transition services should focus on academic and functional achievement to facilitate movement from school to post-school life.

Coordinated Set of ActivitiesBased on the individual student’s NEEDSTaking into account the student’s STRENGTHS, PREFERENCES and

INTERESTS and include:

InstructionRelated ServicesCommunity ExperiencesDevelopment of Employment and otherAdult living objectivesWhen appropriate, Acquisition of Daily Living Skills and Functional Vocational Evaluation

Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team and updated annually thereafter.

Indicator 13• Percent of youth aged 16 and above with an IEP that includes appropriate

measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including course of study, that will reasonable enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition service needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a 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. (20U.S.C. 1416(a)(3)(B))

Age-Appropriate Transition Assessment

(Section A)

Indicator 13 Question:

Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessments?

(is the use of transition assessment(s) for the postsecondary goal(s) mentioned in the IEP or evident in the student file?

Transition AssessmentWhat is it?

“…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. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP”(The Division of Career Development and Transition of the Council for Exceptional Children.)

Transition Assessment QuestionsTo guide discussion and development of transition plan

Where is the individual presently?

Where is the individual going?

How do we get the individual there? (Colorado DPI, 2005)

Transition Assessment Purpose:

• Identify interests, preferences and needs• Develop post-school options• Develop activities for the Transition Component• Identify supports needed• Promote self-determination• Student directed planning• Develop self awareness

Can be an Informal Assessment or a Formal Assessment

Informal AssessmentsInterest and Skill Inventories• Dream Sheets• Parent questionnaires• Student questionnaires• Career Interest Inventories• Web-based Interest Inventories

Situational Assessments• Comparison of job requirements to

student skills• OCS Job Sites• Community assessment through

VR

ObservationsClassroom observationsAttendanceDiscipline recordTranscriptSchool-based enterprisesJob site community observation

Interviews• Ask the student and/or

parents/service providers (with consent) questions related to transition

• Student interviews employers about job specifics

Date and Keep All Documentation

Formal Assessments(Norm Referenced Standardized Instrument)

Psychological ReportVocational Evaluations (VR)Achievement Tests (PSAT/SAT)Aptitude Tests (ASVAB)Intelligence TestsPersonality Tests

Reference these in the PLOP. Maintain copies in the Confidential File.

Transition Assessment Best Practices

• Include a copy of the assessment, interview etc. in the confidential folder.

• Date assessments• Complete different assessment(s) each year• Remember that it is an ongoing process

Course of StudyIndicator 13 Question

Do the transition services include courses of study that align with the student’s postsecondary goal(s)?

YES it

does ORNO it

Does not

Course of Study(Section B)

ORThe student is following the extensions of

the Standard Course of Study leading to a CERTIFICATE (Extend I)

ORThe student is in MIDDLE SCHOOL and is:

• Following the Standard Course of Study (reg test admin or extend II)

OR• Following the Extensions of the SCOS

(Extend 1)

The Student if following a Course of Study that leads to a NC DIPLOMA:

• Future Ready (Freshmen Fall 2009)

• College University• College Tech Prep• Career• Occupational

Postsecondary Goals

Indicator 13 Question:Is there an appropriate measurable postsecondary goal or goals in the areas of:

Education/TrainingEmploymentIndependent Living (if appropriate)

• Can they be counted?• Will the goal(s) occur after the student graduates from school• Based on information available about this student, does (do) the

postsecondary goals seem appropriate for this student?• Were the postsecondary goals addressed/updated in conjunction with the

development of the current IEP?

Postsecondary Goals(Section C)

• Measurable = Countable• Identifies an outcome, not a process• One goal for each adult outcome area:

Education/TrainingEmployment

Independent Living (if applicable)

Postsecondary Goal QuestionsTo guide discussion and development of transition plan

• Where will student work or engage in productive activities after graduation?

• Where and how will student continue to learn and/or develop skills after graduation?

• Where will student live and how will he or she access adult services, participate in the community, and have fun after graduation?

• Points to remember: Think of the whole person when developing the transition plan. It is not your responsibility to carry out every activity; it is, however, your responsibility to get the discussion going.

Examples/Non-Examples of Postsecondary GoalsFor a student with a mild disability

Education/Training

Upon graduation from high school, Jamarreo will attend CPCC and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate

Employment:

Upon graduation from CPCC, Jamarreo will obtain a small business license and contract out his services as a welder in his Uncle’s Shop.

Non-Examples

Jamarreo wants to become an entrepreneur.

Jamarreo will apply to the industry certificate program at CPCC while in high school.

Non examples because:a.) learning about welding is not

measurableb.) the expectation for learning is not

explicitly statedc.) not stated that goal will occur after high

school.

Examples/Non Examples of Postsecondary Goalsfor a student with Moderate Disabilities

Education/Training

Lissette would like to go to college.~Can’t measure “would like.”~Doesn’t indicate an outcome that will occur after high school

Upon Graduation from high school, Lissette will attend UNC-C to become a nurse.~not reasonable

Education/Training: After high school, Lissette will participate on independent living skills at Mitchell College in the

Compensatory Education Program.

Employment:

Upon graduation from high school, Lissette will work as a dietary aid with the support of a Supported Employment Job Coach.

Independent Living: Upon completion of high school, Lisette will live semi-independently with a roommate in an assisted living apartment.

Examples/Non Examples of Postsecondary Goalsfor a student with Severe Disabilities

Eduation/Training:• Immediately following graduation, Debbie

will participate in habilitative and functional skill training through Medicaid Waiver Funded Services

Employment:• Upon graduation from high school, Debbie

will work with supoport at a community rehabilitative program assembling and packaging items.

Upon graduation from high school, Debbie will express preferences related to employment, given picture symbols and using an augmentative communication device.

Non-example: “Express preferences” is an activity, not an outcome

Transition ServicesIndicator 13 Questions:

Are there transition services in the IEP that will reasonable enable the student to meet his or her postsecondary goal(s)?

Is a type of instruction, related service, community experience, or development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation listed in association with meeting the postsecondary goals?

Transition Services(Section D)

(By age 16 and updated annually)

Should focus on academic and functional achievement to facilitate movement from school to post school.

Include services in the areas of Instruction, Related Services, Community Experiences, Employment, Adult Living Skills and when appropriate, Daily Living Skills and Functional Vocational Evaluation

Questions to ask:What experiences must the student

participate in this academic year that are necessary for achieving the identified post-secondary goals?

What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their postsecondary goals?

__________Keep in mind that many activities require

advanced planning and preparation. These activities should be discussed and acted on as soon as possible

IE: Obtain a drivers license, take SAT, etc.

Agency Coordination

• Indicator 13 Questions:If appropriate, is there evidence that a 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?

For the current year, is there evidence in the IEP that representatives of any of the following agencies were invited to participate in the IEP development including, but not limited to: Postsecondary education, vocational education, integrated employment (including supported employment,) continuing and adult education, adult services, independent living or community participation for this postsecondary goal?

Was consent obtained from the parent (or student, for a student the age of majority?)

Evidence of Agency Coordination

Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency?

• Is there evidence that parent (or student if age 18) gave PRIOR consent to invite agency representative to meeting?

• Is there evidence that the agency representative was

invited to the meeting?

Part II

Future Ready Core

Graduation Exit Standards

Today’s Focus:

Review Exit StandardsNew Math Requirements

Exit Standards and Students with Disabilities

For All Students entering 9th grade in 2009-10 EXCEPT those following the OCS Pathway

Rationale: Every public high school student will graduate from high school globally competitive for

work and post secondary education, prepared for life in the 21st Century

Graduation Exit Standards

• 4 English• 4 Math• 3 Science• 3 Social Studies• 1 Health/Phys Ed

• 6 Elective Credits

• 2 credits from CTE, Arts or Second Language

• 4 Credit Concentration (recommended)21 Total Credits

Local Requirement 28 Credits

New Math Requirements

Future Ready Core

Math I Math II Math III Math IV

Algebra IOrIntegrated Math I

Geometry Or Integrated Math II

Algebra IIOrIntegrated Math III

AP Calc orPre Calc orDiscrete mathorAP StatsorCC Math

Integrated Math

• Integrated Math: Concepts of algebra and geometry taught together in an “application” method. Integrated Math is NOT Tech Math.

• Tech Math will no longer meet requirements for graduation

Math Sequence for UNC Eligibility

AlgebraI Geometry Algebra

II 4th Math

OR

Integrated Math

IIM II IM III 4th Math

Eligible for UNC And/or

Community College

Note: 4th math should be aligned with the student’s after-high-school plans

What if???There will be “rare” instances that a student (EC or not) will need math

substitutions to be successful.

In this case:

PrincipalDecision

Committee Convenes

Request is made

Data Reviewed

CommitteeRecommends

n the rare instance a principal exempts a student from the Future-Ready Core math sequence, the student will be required to pass either:

Alg. 1 and Geometry OR Alg. I and Alg. II OR Integrated Math I and IIPlus

2 application base mathematics courses.See Handout

Algebra Exemption• The Legislation is still in effect. • Students must have an IEP that addresses LD in math.• Student must still take 4 math classes

Implications for students with disabilities:

The UNC requirement will not be met, if a student with a learning disability exempts out from algebra

Part IIIOccupational Course of Study

What is the Occupational Course of Study?

The OCS is one of the courses of study that lead to a NC Diploma.

• It is intended to meet the needs of a small group of students with cognitive disabilities that require a greatly modified curriculum

• It includes Coursework, School and Community Based Training hours and Competitive Employment

• The required coursework and work experiences focus on the acquisition of functional academics, work readiness, and independent living skills.

• Is appropriate for a student with an IEP with a post high school outcome of obtaining an independent job in the regular, competitive workforce with regular wages. Not for those pursuing a post secondary education degree and not for those sheltered workshops with subminimum wages.

What the Occupational Course of Study is NOT

• It is NOT an appropriate curriculum for all students who cannot otherwise obtain a diploma through another course of study.

• It is NOT a course of study designed to remove certain students from accountability standards

• The OCS curriculum does not meet the entrance requirements for a college or university.

• Procedure to provide guidance for OCS recommendations are in process

Changes….• Starting in the Fall of 2010 OCS will be called FUTURE READY

OCCUPATIONAL COURSE OF STUDY.

• Curriculum has been revised to align with the Standard Course of Study

• Changes will affect already enrolled OCS students and future OCS students.

• Curriculum has increased rigor and to better prepare students to be globally competitive in the 21st Century.

Changes• CURRENT• Does not meet NCLB

standards for accountability• Requires EOC testing after

completion of two science courses rather than one

• Limited alignment with SCOS at the high school level

• Large number of standards• Focused on functional rather

than academic skills

• NEW• Compliance with NCLB • Biology course that may be

assessed by EOC test• Financial Management class• Algebra added to math

sequence• Limited number of Essential

Standards• Close alignment with SCOS

(Algebra I, English, and Biology)

• More rigorous and focused on applied academics

Changes…http://www.ncpublicschools.org/acre/standards/

English Math9th Grade OCS English IAligned with the SCOS. Includes intro to GENRES

9th Grade OCS Intro to MathIncludes algebraic and geometric concepts much like remedial math/algebra connections

10th Grade OCS English IIEXACTLY the same goals and objectives as the SCOS.

Modified EOC

10th Grade Algebra I (HS Math A)EXACTLY the same as the SCOS

Modified EOC

11th Grade OCS English III

Substantially different than SCOSSimilar to what we now have

11th Grade Financial ManagementRecommended to be taught last.This is typical of what we have based on National Standards of Financial Literacy

12th Grade OCS English IVSubstantially different than the SCOSSimilar to what we have now

Changes…Science Social Studies

9th Grade Applied Science 9th Grade OCS US HistoryAligned with the SCOS

10th Grade OCS BiologyExactly the same goals and objectives as the SCOS

This is the ONLY Science class testedModified EOC

10th Grade OCS Civics/ Self-DeterminationAligned with the SCOS

Occupational Preparation Classes are being revised soon

English Math Science Social Studies and Occupational Prep Course

OCS English I

OCS English III

OCS English IV

OCS Fundamentals of

Algebra

OCS Financial Management

OCS Applied Science

OCS SS I

OCS SS II

KEY

Substantially different than SCOS

Exactly the same as the SCOS (both essential standards and clarifying objectives) Note: EOC –Tests different

Aligned closely to the SCOS

10

9

11

12

OCS English II OCS Algebra IOCS

Biology I

Social Studies and Occupational Prep Courses are not currently being revised

OccupationalPrep I-IV

The Occupational Course of Study 2009-2010 Revision – Four Major Areas

What can we do?• Have Universal Design in all classrooms• Provide accommodations, modifications and supplemental aids

during instruction• Monitor progress• Intervene early• Have a 4 year plan and revisit annually• Discuss graduation requirements with students, parents and other

stakeholders• Develop a quality transition plan. Share it with adult agencies (with

permission) and revisit often.• Make adult agency referrals as appropriate