New Site New Staff Orientation August 14 2018

New Site New Staff Orientation August 14, 2018

YTP Fiscal Reports/Contracts • Invoicing/BudgetsØ Match Checks & Fiscal Reports- Deadlines Ø Know your budget • Contracts • RFPG

Purpose of I. D. E. A. To ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

General (IDEA) Transition Services (page 3 of YTP manual)

Transition Services (I. D. E. A. ) Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually

Transition service “a coordinated set of activities for a child with a disability that … (a) 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; and 6

Transition service “a coordinated set of activities for a child with a disability that (continued) … (b) 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, development of employment and other postschool adult living objectives, and, if appropriate, • acquisition of daily living skills and • provision of a functional vocational evaluation • • (IDEA, 2004; 20 U. S. C. 1401(34)) 7

Transition Services Where students are going • postsecondary education • vocational education • integrated employment (including supported employment) • continuing/adult education • adult services • independent living, or community participation What they need to get there • • instruction related services community experiences employment objectives adult living objectives, daily living skills a functional vocational evaluation

Eight Key Provisions for Transition Planning 1. Invite the student 2. Age appropriate transition assessment 3. Preferences, Interests Needs, Strengths (PINS) 4. Measurable Post Secondary Goals 5. Transition Services 6. Course of Study 7. Measureable Objectives 8. Coordinate Services with Adult agencies

Invite the Student Beginning at age 16, the School District must be invite a student with a disability to attend the student’s transition IEP Team meeting

Defining Transition Assessment • The ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal social environments

Age Appropriate Transition Assessments • Can be formal or informal – Interest inventories, Surveys, Interviews – American College Testing Assessment called ACT, Armed Services Vocational Aptitude Battery(ASVAB) • Should hit four target areas – Academics – Self-determination – Vocational Interest and Exploration – Adaptive Behavior/Independent Living

Preference Interests Needs Strengths (PINS) • Out of the Age Appropriate Transition Assessments you will get the student’s Preferences, Interests, Needs, and Strengths • Serves as the common thread throughout the IEP

Transition Technical Assistance Network

Transition Network Facilitators TNF’s by Region & Counties Region 1 Clatsop, Columbia, Multnomah, Washington Lizzie Juaniza, Robbie Spencer, Multnomah ESD ejuaniza@mesd. k 12. or. us rspencer@mesd. k 12. or. us Region 2 Marion, Polk, Tillamook, Yamhill Eivind-Erik Sorensen, Willamette ESD eivind. sorensen@wesd. org Region 3 Benton, Lane, Lincoln, Linn Josh Barbour, Linn-Benton-Lincoln ESD Josh. Barbour@lblesd. k 12. or. us Region 5 Jackson, Josephine, Klamath Cindy Cameron, Southern Oregon ESD Cindy_cameron@soesd. k 12. or. us Region 4 Coos, Curry, Douglas Darci Shiver , Douglas ESD Darci. shivers@douglasesd. k 12. or. us Region 8 Baker, Grant, Harney, Malheur, Morrow, Umatilla, Union, Wallowa Lon Thornburg, Intermountain ESD lon. thornburg@imesd. k 12. or. us Region 6 Clackamas, Gilliam, Hood River, Sherman, Wasco Kriss Rita, Clackamas ESD krita@clackesd. k 12. or. us Region 7 Crook, Deschutes, Jefferson, Wheeler, Lake Margie Blackmore, High Desert ESD marguerite. blackmore@hdesd. org

Post-Secondary Goals • Should come directly from the transition assessments • Must always consider education AND training AND employment • May also include Independent Living goal If Identified as a Need in the Present Levels of Performance

Examples of Post-Secondary Goals • After high school Juan will work full-time at Whole Foods. • After graduating from high school David will attend Chemeketa Community College part time to study Emergency Medical Technology. • After high school, Dawn will live in an apartment with roommates.

Transition Services • Focus on improving the academic and functional achievement • Include postsecondary education, vocational education, integrated employment including supported employment, continuing and adult education, adult services, independent living and/or community participation. • Transition services are the experiences, supports, and instruction beyond academic courses

Examples of Transition Services Post Secondary Goals Transition Services Education After high school, Jim will enroll in 4 year college/ university to study biology. Jim will contact the Disabilities Resource Office at three colleges of offer students with disabilities and how to access these services Employment After high school, Darius will work half-time at a computer repair shop. Darius will complete two different job shadows related to his interest in working on computers. Independent Living After high school, Angela will live with roommates in an apartment. Angela will learn to take public transportation to and from her home and place of employment and the community college.

Course of Study Multi-year description of coursework AND activities from the student’s current year to anticipated exit year Must align with Postsecondary Goals NOT the coursework required to attain a specific diploma

Invite Participating Agencies • The school district must invite a representative of any other agency (e. g. , vocational rehabilitation, mental health, community college, brokerages) likely to be responsible for providing or paying for transition services. • With the consent of the parents or a child who has reached the age of majority • If an agency representative does not attend the IEP meeting, the IEP team should document their input.

Measurable Annual Goals • For each postsecondary goal an annual goal(s) should be included in the IEP that will help the student make progress towards the stated PSG • There should be a direct relationship between the annual goals and the present levels of performance • Should include academic AND functional

Transfer of Rights at Age of Majority • Under IDEA, the right to make educational decisions transfers to the student at the age of majority. • In Oregon, transfer of rights occurs at the age of majority – 18 years old, when the student gets married, or becomes legally emancipated, whichever comes first.

Summary of Performance I. D. E. A. of 2004 School districts must provide a student with a Summary of Performance when they graduate from school with a regular diploma or the student ages out. ODE Recommends all special education students leave school with a Summary of Performance…. • Regular Diploma • Students Aging Out • Modified Diploma • Extended Diploma • Certificate

Questions

YTP Transition Services (page 37 YTP manual)

IDEA Transition Services

Two types of Service Foundation YTP Activities(Pre-ETS) Core YTP Activities (VR Services)

Foundation(Pre-ETS) YTP Activities • All students with disabilities can participate • Activities include but ate not limited to Pre. ETS. • Do not need to apply for VR services in order to participate. • Does not need to result in an application for VR services. • Help the transition specialist and District recruit and refer appropriate students to Core YTP Activities

Pre-ETS Coordinators • Pre-ETS Program Coordinator – CJ Webb- Contracts and Data • Pre-ETS Coordinators: – Toni De. Peel- Portland Metro – Nicole Perdue- Central/Eastern Oregon – CJ Webb- Salem/Eugene/Coast

WIOA and Pre-Employment Transition Services

Core YTP Activities • Identification and referral of students • Motivational Interviewing • IPE and IEP development focused on postsecondary employment goals • Instruction vocational and related independent living and social skills • Career development activities and exposure and connection to paid employment • Information and Referral to other sources of vocational assistance, including Work Incentives Planning • Follow-up support for one year after leaving the YTP.

Steps To An Extended Transition Plan Through YTP • Gather the Information Needed to Develop an IPE • Review and Summarize All the Information • Prepare Students for the IPE Meeting • Arrange the IPE Meeting. • Meet as a Team to Determine the YTP Services

Coordinate and Align IEP to IPE Include special education teacher Reflect on results of the meeting Revise PLAAFP to include functional limitations Check that post-secondary employment goal identical to the goal in the IPE • Revise Annual goals. • •

Essential Features of YTP Transition Planning 1. FAMILY INVOLVEMENT: Student and family preferences and interests are documented and incorporated into the YTP 2. STUDENT SKILLS: The current skill levels of YTP students are documented into the transition planning process 3. COLLABORATIVE PLANNING: The transition plans are developed in collaboration with key players from appropriate school and adult service agencies, and coordinated with the student’s IPE developed by VR counselor 4. POSTSECONDARY GOALS: General transition planning incorporates all relevant areas of transition, including, education, training, employment, and, when appropriate, independent living goals 5. SYSTEMS CHANGE: YTP procedures provide a model for using student input to drive a seamless movement from high school to adult life through collaborative planning and coordinating delivery.