Transition from School to Adult Life: What Families

Need to Know

Planning for Post Secondary Success Is Embedded in IDEA

• The purpose of IDEA is to ensure that all children with disabilities have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. (34CFR §300.1(a))

Federal Transition Requirements

• Beginning not later than the first IEP to be in effect when the child turns 16 ... and updated annually, thereafter, the IEP must include –

– Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living , and… 34CFR §300.320(b)(1)

– The transition services (including course of study) needed to assist the child in reaching those goals. 34CFR §300.320(b)(2)

In Illinois, transition planning must be included in the IEP that will be in effect when the student reaches 14 ½ years of age. 23 IAC 226.230(c)

Definition of Transition Serviceshttp://www.isbe.net/spec-ed/pdfs/comparison.pdf

a) Transition services means a coordinated set of activities for a child with a disability that:

1. is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities, including post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation…

2. is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests; and includes instruction; related services; community experiences; the 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.

34CFR §300.43(a)

Step by Step: Building a Transition Plan

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Identify the Student’s Post-School Goals

• What does the student want to do beyond school?

• Where and how does the student want to live?

• How does the student want to take part in the community?

Measurable Post-Secondary Goals• A measurable post-secondary goal must be developed and

written for the following areas for transition-aged students:– Education and/or training

• Education – community college, university, technical/trade/vocational school

• Training – vocational or career field training, independent living skill training,

apprenticeship, OJT, job corp, etc. – Employment

• paid employment (competitive, supported, sheltered)• non-paid employment (volunteer, in a training capacity)• military

– Adult Living (if needed) • independent living skills, health/safety, financial/income,

transportation/mobility, social relationships, recreation /leisure, self-advocacy/future planning

Sue Walter, 2008

What Does a Measurable Post-Secondary Goal Look like?

• A post-secondary goal is “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)” (IDEA 2004 Part B Regulations, §300.320(b), discussion of Final Rule p. 46,668)– A post-secondary goal is not the process of pursuing or moving toward a desired

outcomes…it is the desired outcome.

• A measurable post-school goal uses result oriented terms like…– “enrolled in”– “will work”– Quantifiers such as “part-time” and “full-time” as is relevant to the student

• Formula provided by National Secondary Transition Technical Assistance Center:

_________________ ____________ will __________ ________________. (After High School) (Student) (Behavior) (Where & How)

Age-Appropriate Transition Assessment• Guidance from the

National Secondary Transition Technical Assistance Center (NSTTAC)– Become familiar with different types of transition

assessments and their characteristics– Select methods that assist students by helping them answer

• Who am I?• What do I want in life, now and in the future?• What are some of life’s demands that I can meet now?• What are the main barriers to getting what I want from school and

community?• What are my options in the school and community for preparing me

for what I want, now and in the future?• NSTTAC Assessment Toolkit is located at:http://www.nsttac.org/products_and_resources/tag.aspx

Examples of Age-Appropriate Transition Assessments

• Social Histories • Career Cruising• Explore Test• PLAN test• PSAE• Assessment of Technology

Needs• Interest Inventories• Career Interest Inventory• Learning Styles Inventory• Independent Living Skills

Questionnaire • Social Skills Inventories• Kuder Assessment

• ACT/SAT• ASVAB• Think Link• Transition Planning Inventory• Student Interview Inventory• Vocational Evaluation• Compass Test• Work Keys• Family Interviews • Career Portfolios• Person-Centered Planning• Employability Skills Inventory• Mechanical Aptitude Test• Personality Scales

Age-appropriate transition assessments help build a framework for the rest of

transition planning. Assessment tools help the student, family and school

tell a story about the student…strengths,

preferences, interests and needs and present level of academic and functional performance as it relates to

transition from school to adult life.

Using the post-school goals and present level of performance as the focal point: document the transition services, supports and activities that are needed to assist the student in progressing toward the post-school goals.

What are the Transition Services/Activities Needed to Progress Toward the Post-School Goals

(Coordinated Set of Activities)

For Transition Services consider…

• What services, supports or programs does this student… – currently need?– need in order to achieve his/her post-school goals?– need in order to ensure success as he/she enters the adult

world?

• Is the student linked to the needed post-school services, supports or programs BEFORE he/she leaves

the secondary school setting?

Transition Services • Instruction is one component of a transition program “the student needs to receive in

specific areas to complete needed courses, succeed in the general curriculum, and gain needed skills”. Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.

– Examples: tutoring, skills training, prep for college entrance exam, accommodations, adult basic education

• Related service is defined as “transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services… counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education…. Individuals with Disabilities Education Improvement Act of 2004, Public Law No. 108-446, 20 U. S. C. 1400, H. R. 1350.

– Examples: transportation, social services, medical services, technology, support services

• Community experiences are one component of a transition program “that are provided outside the school building or in community settings…” Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.

– Examples: job shadow, work experiences, banking, shopping, transportation, tours of post-secondary settings

Transition Services • Employment and other post-school adult living objectives are components of a transition

program that “the student needs to achieve desired post-secondary goals. These could be services leading to a job or career or those that support activities done occasionally such as registering to vote, filing taxes, renting a home accessing medical services, filing for insurance or accessing and planning for adult services such as Social Security Income (SSI)”. Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.

– Examples: career planning, guidance counseling, job try-outs, register to vote, adult benefits planning, contacting SSA

• Acquisition of daily living skills is one component of a transition program that is included “if appropriate” to support student ability to do those activities that “adults do every day”. Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.

– Examples: self-care, home repair, budgeting, paying bills, independent living skills

• Functional vocational evaluation is one component of a transition program that is included “if appropriate”. This evaluation involves “an assessment process that provides information about job or career interests, aptitudes, and skills. Information may be gathered through situational assessment, observations or formal measures, and should be practical. The IEP team could use this information to refine services outlined in the IEP”. Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.

– Examples: job and career interests, aptitudes and skills

Transition Services - Example• After graduation, Kevin will participate in habilitative and functional skill

training through the ARC of Chicago and will attend courses designed to provide specialized academic, functional, and occupational preparation for individuals with disabilities 2 times a week at the community college.

Daily Living Skills: Maintain a bank account, safety skills in the community, selecting clothing for the day, express preferences related to saving money for personal use Employment & Other PS Living Objectives: Meeting with job coach in classroom and community settings, meeting with SSI representative to determine possible financial benefits, vocational rehabilitation referral. Functional Vocation Evaluation: Refer to DRS for non-verbal, modified assessments of adaptive behavior, career interests & career skills.

Transition Services - Example• Upon completion of HS, John will enroll in courses at the Southwestern IL

Community College.

Instruction: Tutoring in reading comprehension strategies, self-monitoring instruction related to on-task behavior, self-advocacy training, instruction related to word processing/keyboarding skills Related Services: Counseling services to increase ability to manage anger Community Experience: Three visits to the community college (contact with school’s disability services office), training using a public telephone, trips to CC using public transportation, trip to CC bookstore to purchase supplies, tour CC campus to get familiar with surroundings

What is the Course of Study That Will Support the Student to Progress Toward

Successful Outcomes?• Course of study, instructional program of study or

list of courses of study should be in the IEP and should align with the student’s post-secondary goals.

– Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade school bound, etc.?

– Does a post-secondary goal require or benefit from the successful completion of specific high school classes, e.g., a future chef planning to take and complete all cooking related classes, a future child-care provider planning to take and complete relevant classes in Family and Consumer Science, etc.

Courses of Study

Alternative Math

Basic Geometry

Intro to Algebra

Life Skills ½ day at Center House for

Basic Composition

Writing Workshop I

Intro to Business

International Cooking

travel training and apartment

English Lit American Lit Speech Restaurant Occupations

Living

Physics Food Science I

Food Science II

Food Science III

Food Science IV

Consumer Education

U.S. History American Government

Independent Living

Adult Living Skills

P.E. P.E./Health P.E. Study Skills Self-Advocacy Skills

Study Skills Study Skills Study Skills Work Experience

Work Experience

Year 1 Year 2 Year 3 Year 4 Extended

Age 14/15 Age 15/16 Age 16/17 Age 17/18 Age 18 - 21

Annual Goals: What Will the Student Work on Next Year that Supports Continued Progress Towards the

Post-School Outcomes/Goals?

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Post-School Goal(Result of Transition)

After graduation from high school, Jodi will participate in compensatory education courses at the community college focusing on life skills instruction, functional reading, functional math, productivity, and basic employability skills.

Annual GoalJodi will increase her reading comprehension scores by one grade level by May 1, 2012.

(Academic & Transition)

Objectives-Given daily instruction and use of high-interest reading materials such as the newspaper, young adult magazines, school-approved web-sites, and short stories for adults, Jodi will increase her reading comprehension by .5 grade level by the end of the first semester in the 2011 – 2012 school year.

-- Given daily instruction and use of high-interest reading materials such as the newspaper, young adult magazines, school-approved web-sites, and short stories for adults, Jodi will increase her reading comprehension by one grade level by the end of the 2011 – 2012 school year.

Present Level of Academic Achievement & Functional PerformanceJodi completed the Brigance Employability Skills Inventory which reported that she was functioning at grade 3 in reading and at grade 4 in math. Her intake assessment suggested that she has adequate verbal skills. The quick-screen indicated she lacked basic employment literacy skills in math and reading.

Transition ServiceInstruction in reading comprehension skills to increase employment literacy skills.

Annual GoalsExamples that flow back to the post-school goals

• PS Goal: John will work in an on-campus part-time job while in college.– Transition Service: Career counseling to develop post-school employment goals– Annual Goal: Given three job shadowing experiences, John will identify his likes and dislikes of each setting by completing a

job site interest survey and verbally describing his preferences during the IEP meeting.

• PS Goal: Immediately after graduation, Rolanda will receive job development services from Voc Rehab or a community rehab program and will participate in technologically supported self-employment within one year of graduation.

– Transition Service: Instruction in the use of assistive technology– Annual Goal: Given a micro-switch properly secured to the headrest of her chair, Rolanda will select three activities that she

prefers from the school’s work-based curriculum with 90% accuracy by 10/15/2010.

• PS Goal: After completion of high school, Alex will increase his work hours in the business department of a local office supply store, contacting UCP Land of Lincoln for employment support services.

– Transition Service: Instruction in work place behavior s and employment skills through the STEP program.– Annual goal: Given a list of possible scenarios at work, Alex will learn to distinguish those that require a meeting with his

supervisor with 90% accuracy on 1 trial/week for the duration of the IEP.

• PS Goal: After graduation, Paulo will get a job at a grocery store, where he enjoyed a job-shadowing experience during school.

– Transition Service: Hands-on Instruction in employment skills directly connected to Paulo’s job at a grocery store– Annual Goal: Given a task analysis for bagging groceries, Paulo will practice the task semi-weekly and complete

it without (a) breaking items or (b) ripping bags on 90% of occasions by April 6, 2010.

Involving Agencies Outside of the School in Transition Planning

• To the extent appropriate, with the consent of the parents or a child who has reached the age of majority…the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.” CFR34 §300.321(b)(3)

Potential Consultants to the IEP Team• Adult Education Representative | Provides information

about lifelong education options• Advocacy Organization(s) Representative | May offer

self-advocacy training or support groups for young adults

• Assistive Technology Representative | Provides expertise on devices that can open doors to opportunities

• At-Risk/Prevention Specialist | Offers counseling and support on teen pregnancy, alcohol, and drugs

• Business-Education Partnership Rep. | Provides links between schools and local businesses and industry

• Community Action Agency Representative | May link team to resources for traditionally underrepresented groups

• Correctional Education Staff | Provides incarcerated youth with continued learning opportunities

• Local Disability Representative (e.g., UCP) | Provides information and training (often serves all disabilities, not just one)

• Parent Training Information Center Rep. | Provides training on transition planning and advocacy services to families

• Residential Service Provider | Can help access specialized housing

• Employer | Offers insight into expectations; promotes hiring of people with disabilities

• Employment Specialist | Provides job development, placement, coaching

• Extension Service Agent | Offers programs in parenting, homemaking, independent living

• Special Olympics Representative | Provides sports training, competition, and recreational opportunities for youth

• Health Department/School Nurse | Provides guidance on community health services and health care advice

• Higher Education Representative | Provides information on postsecondary services to students with disabilities

• Housing Agency Representative | Assists in developing housing options

• Leisure Program Representative | Knows available program options within the community

• Literacy Council Representative | Coordinates volunteers to teach basic reading and writing skills

• Local Government Representative | Funds many local services; can provide information on local services

• Religious Community Member | Can provide social support to young adults and their families

The Critical Importance of Networking

Where Can You Look?• Illinois Department of Human Services Office Locator:

http://www.dhs.state.il.us/page.aspx?item=27894

• The ARC Family Manual: Transition to Employment and Adult Services for Youth with Developmental Disabilities in Illinois.

• Illinois Community College System (see Community College Locator link on right side of page) http://www.iccb.org/thesystem.html

• Illinois JobLink. Resources for People with Disabilities. http://www.illinoisjoblink.com/

• Transition Practices Alignment: Evidenced-Based Practices, Tools and Resources, and Lesson Plans. http://www.isbe.state.il.us/spec-ed/pdfs/transition_cross_ref.pdf

• Work Incentive Planning Assistance (WIPA) The purpose of the Work Incentive Planning Assistance program to help individuals who receive SSI or SSDI and are interested in getting a job understand how working will affect their benefits. http://www.illinoisworknet.com/vos_portal/residents/en/DisabilityResources/FindLocation/

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Why is family participation in transition planning so critical?

• Families bring to the table –

– the greatest amount of available information about a young adults interests, skills, needs, experiences and desires of their young adult.

• Families’ participation helps prepare them to assume the new roles they can and should take on as their young adults move into adulthood.

– A sense of empowerment will help families assume their new roles and more confidently navigate the adult service system.

Salembier, G. & Furney, K. (1997) Facilitating Participation: Parents’ Perceptions of Their Involvement in the IEP/Transition Planning Process. Career Development for Exceptional Individuals, 20:1 pp 29 – 42.

Student Participation in the IEP/Transition Planning Process

• School districts must invite a student who has a disability to attend the IEP team meeting “if a purpose of the meeting will be the consideration of postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b)”

• School districts “must take other steps to ensure that the child’s preferences and interests are considered” if the child is not able to attend [§300.321(b)].

• It’s there lives! http://nichcy.org/schoolage/transitionadult/students

Food For Thought• Use the National Secondary Transition Technical Assistance

Center (NSTTAC) case studies for other examples and non-examples of Indicator 13 requirements . The students’ in the case studies represent a wide range of abilities to provide users with a wealth of examples. Students with: – Specific learning disabilities: Refer to the case studies for Allison, Jason,

& John– Autism: Refer to the case study for Alex– Emotional behavioral disorder: Refer to the case study for Jamarreo– Intellectual disabilities: Refer to the case studies for Jeremy, Jodi, Lissette

, Paulo & Stephanie– Severe, complex disabilities: Refer to the case studies for David, Kevin,

Lily, & Rolanda

http://www.nsttac.org/indicator13/examples_i13_checklist.aspx

Resources• Transition to Adulthood. September 2010. National Dissemination

Center for Children with Disabilities. http://nichcy.org/schoolage/transitionadult

• Teens on IEPs: Making My “Transition” Services Work for Me. October 2011. Transition RTC. http://escholarship.umassmed.edu/cgi/viewcontent.cgi?article=1067&context=pib

• Illinois State Board of Education, Special Education and Support Services Parent Rights Guide. Chapter 8: Secondary Transition. http://www.isbe.state.il.us/spec-ed/pdfs/parent_guide/ch8-secondary_transition.pdf

• Illinois State Board of Education, Special Education and Support Services. Illinois Student Records Keeper for Parents of Students Who Receive Special Education Services. http://www.isbe.state.il.us/spec-ed/pdfs/student_records_keeper.pdf

• Illinois State Board of Education, Special Education and Support Services. Secondary Transition Webpage. http://www.isbe.state.il.us/spec-ed/html/total.htm

More Resources• Helping Youth Build Work Skills for Job Success: Tips for Parents and

Families. February 2012. National Collaborative on Workforce and Disability for Youth (NCWD-Y). http://www.ncwd-youth.info/information-brief-34

• Helping Youth Develop Soft Skills for Job Success: Tips for Parents and Families. May 2011. NCWD-Y. http://www.ncwd-youth.info/information-brief-28

• Tapping into the Power of Families: How Families of Youth with Disabilities Can Assist in Job Search and Retention. April 2011. NCWD-Y. http://www.ncwd-youth.info/infobrief/tapping-into-the-power-of-families

• Youth on the Move. Website designed to provide information, strategies, and resources to transition navigators – teachers, counselors, family members, and community members – to guide youth on the move. http://www.youth-move.org/

• Vocational Rehabilitation (VR): A Young Adults Guide. April 2012. Transition RTC. http://labs.umassmed.edu/transitionsRTC/Resources/publications/TipSheet6VR.pdf

Ten Pointers for Parents 1. Listen to your son or daughter. Ask your teen what he or she would like to do with his

or her life – then really listen to them. What are their dreams, goals, etc.? If s/he is nonverbal or has difficulty communicating these thoughts, use your knowledge of your teen to ensure transition plans select his or her likes, dislikes, talents, etc.

2. Start early. Building a path to your son or daughter’s dreams will take a lot of planning and discussion. Start transition planning by age 14 ½.

3. Know your teen’s needs, abilities and skills. If you have never heard of or used a person-centered planning tool, ask other parents, advocates or members of your IEP team. Be familiar with how much assistance s/he needs or does not need to accomplish his or her goals.

4. Encourage your teen to attend IEP/Transition Planning meetings. This is a plan for his or her future! Your son or daughter should be invited. Together, prepare for the meeting. Encourage self-advocacy skills in your teen. During meetings, have the staff direct questions to your teen.

5. Become aware of all the opportunities in your community. Extracurricular activities at school, as well as social, recreational, volunteer, job opportunities in the community. Encourage as much participation as possible. Then decide together with your teen how much s/he wants to participate.

Ten Pointers for Parents - Continued6. Become aware of and use person-centered planning and self-directed IEP. Using

person-centered planning tools and having your teen engage in learning and engaging in a self-directed IEP process will encourage their active participation and ownership and will build self-advocacy skills that will help ensure success in life after high school. Research shows that young adults who have self-determination skills upon leaving high school have a much higher rate of success in adult life.

7. Encourage your teen to learn and practice appropriate interpersonal, communication, and social skills for different setting, e.g., employment, school, recreation, peer relationships, etc.

8. Learn about the programs, services, accommodations or modifications you and your teen need. Be sure you are both clear on how to contact and access programs and services. Ask your school team how you can get this information.

9. Take responsibility for becoming familiar with adult service systems and agencies now. This will help your teen in making decisions that will impact his or her future. Invite to the IEP/Transition Planning meetings representatives from adult service agencies likely to serve your son or daughter.

10. Dream! Don’t be limited by existing services. Focus on the supports your son or daughter will need to reach his or her personal goals. Together with your teen, your transition team of educators and service providers, you can build these supports.

Adapted from Tools and Tips for Transition, Pacer Center, Inc. MN 1996)

Questions?Contact information:

Sue WalterStatewide Transition ConsultantIllinois State Board of EducationSpecial Education Servicesswalter@isbe.net orsmwalter@charter.net Phone: 618-651-9028