PostSecondary Transition Indicator 13 PostSecondary Transition What is

Post-Secondary Transition Indicator 13

Post-Secondary Transition

What is Transition? Transition is about planning for life! In SC- begins at age 13 § Setting goals for after high school § Developing plans/course of study § Discussion of Exit options § Inviting the student to be a member

Characteristics of IEPs that are compliant with Indicator 13: Transition Assessments Targeted PLAAFP Statements Annual Goals Compliant Indicator 13 IEPs Post-Secondary Goals Course of Study Services

Formula for PSGs ______ (After high school) _______ (The Student) (After graduation) (Upon completion of high school) will ______ (Behavior) ______ (Where and how)

Post-Secondary Goals: Tips for Writing • Use the word "will" when describing the PSG. Wants, wishes, hopes to, other similar words are not measurable and will not meet compliance. Seeks, pursues, continues, learns, and applies are processes, not outcomes. • Use results-oriented terms such as enrolled in or work. • Use descriptors such as full-time or part-time. • Write goals in third-person such as “Mary will…. ”.

Post-Secondary Goals: Tips for Writing • Use action verbs. Avoid verbs such as pursue, wants, plans, hopes to, and would like. . • The use of one word such as military, nurse, or college, is not a measurable PSG. • The outcome must be stated as an end result: The student will enlist in the Army where he will receive training. He will be employed by the military in the field of_____.

What if students want to change their transition goals? • It is not unrealistic or uncommon for a student to change their goals. Barriers arise or outside influences cause a shift in goals. • IEP teams are responsible for considering the student’s new area of interest and providing guidance and programming to reach that postschool goal. • Prepare the student accordingly with the time they have left. Make connections with agencies as appropriate. More assessments will need to be conducted to help determine the direction for students.

Independent Living Skills PSGs Are not: physical locations i. e. “will live with his/her parents” or “will live independently. ” They are: skills for a particular life function i. e. “will live with his/her parents where he/she will independently care for his/her toileting needs” or “will live independently by being able to balance his/her own checkbook. ”

Independent Living Skills PSGs Are not: – Just for the students with a cognitive disability or just for the “self contained. ” They are: – For any student that potentially lacks a skill(s) that prohibits them from living completely independently. • Examples: – severe cognitive disability – social/emotional – specific learning disability

Independent Living Skills PSGs If there is a documented need in the area of daily living skills, then there should be a postsecondary goal that addresses independent living. Consider daily living skills like renting an apartment, accessing public transportation, getting a driver’s license, replacing legal documents, etc.

Write PSGs for the following scenario: Stephanie is going to attend a technical college after high school. Her favorite subjects are Science and Math. She plans to get a medical assistant certificate. She currently receives support from SC Vocational Rehabilitation and plans to continue these services after high school. Vocational Rehabilitation has discussed with Stephanie the possibility of working part-time at a local nursing home while attending technical college full -time. Stephanie currently does not have a drivers license and will depend on the public transportation system to get to and from school and work.

Share out… • Education/Training – Upon graduating from high school, Stephanie will attend XYZ Technical College and complete coursework and training required for a certificate in medical assisting. • Career Employment – Upon graduating from high school, Stephanie will work 20 hours per week at a local nursing home with temporary supports provided through Vocational Rehabilitation. • Independently Living – Upon graduating from high school, Stephanie will independently prepare for work each day, including dressing, making her lunch, and accessing transportation.

What is the teacher’s first step in addressing transition components of the IEP? ASSESSMENTS!

Transition Assessments • Appropriate to each student – a requirement; not a suggestion • An integral part of the transition process It is ongoing and can happen anytime and anywhere.

Student Interests and Preferences Must be considered Example: Based upon results from an interest inventory, David is interested in becoming a welder. Does this meet the requirement for providing data on which to write a compliant annual goal?

Types of Transition Assessments Informal Formal • Observing in academic & work experiences • Interviewing/talking about likes & dislikes • Setting up & monitoring field experiences • • Interest inventories Self-determination assessments Vocational interest & skills assessments Academic achievement tests Adaptive behavior scales Work. Keys Task analysis checklist

Assessments… One size does not fit all!

Transition Service Questions • What experiences must the student participate in this academic year that are necessary for achieving the postsecondary goals? • What services and specific instruction are essential this year for the student to develop skills and knowledge to attain his/her post-secondary goals? • Do we know enough about the student’s vocational skills to identify an appropriate post-secondary employment goal or design activities to support the identified goal?

Examples of Transition Services • Instructional support of guided notes for lessons • Instruction related to social skills in a work setting • Assistive technology services to increase use of voice output device • Physical therapy to improve independent ambulation • Job shadowing in a food services environment

Diploma/District Credential • If District Attendance Credential or District Occupational Credential is selected, the IEP team must ensure that the parent(s) and the student understand that this is not a State High School Diploma. • When Regular State High School Diploma is selected, the Anticipated Date of Graduation can be updated by the IEP team as appropriate.

Annual Goals • Measurable annual goals are developed from the PLAAFP statements. • Accurate PLAAFP statements provide starting point for all decisions about the IEP.

Annual Goals • must be developed for all areas requiring special education or related services as documented in the IEP. • should be based on the skills the student needs to access and progress in the general curriculum. Students may have academic and functional goals, academic goals alone, or functional goals alone. There is no requirement for a transition only annual goal.

Annual Goals • The linkage between the annual goals and the PSG/transition services must be direct, specific, and genuine. • Annual goals should link to an academic standard, but a standard is not, by itself, an annual goal. • Academic goals must readily link to the PSG in education/training.

Age of Majority On or before the student’s 17 th birthday, the student and parent must be informed that at age 18, he or she has attained the age of majority in South Carolina and all rights transfer to him/her. There is a form located in Enrich. Do you document this notice in a PWN?

Age of Majority § Meeting Notice for students who have reached the Age of Majority goes to the student. § Parents are not entitled to attend the IEP meeting; however, either the LEA or the student may, but are not required to, invite the parents to attend IEP meetings as persons who are knowledgeable about the student.

ADULT STUDENTS WITH DISABILITIES EDUCATIONAL RIGHTS CONSENT ACT S. C. Code §§ 59 -33 -310 to 59 -33 -370 In June of 2016, South Carolina enacted the Adult Students with Disabilities Educational Rights Consent Act (Consent Act). This new law provides procedures for complying with the special rule.

CONSENT ACT OPTIONS • Option 1: Rights transfer to the student (no delegation or assistance) • Option 2: Student makes decisions with support and assistance of an adult of his or her choice • Option 3: Delegation of rights by the student to another adult • Option 4: Appointment of educational representative • Option 5: Guardianship of the adult child through the probate court process

IEP Process for Transition Step I: Present Levels of Academic Achievement and Functional Performance as determined by appropriate assessments based on Appropriate transition assessments Step II: Post-Secondary Considerations that Step III: Measurable Annual Goals Step IV: Accommodations Modifications address Measurable PSGs • Education /Training • Employment • Independent Living Skills – when appropriate Transition Services Course of Study Includes: • Instruction • Related services • Community experiences • Employment and other postschool adult living objectives When appropriate: • Daily living skills • Functional vocational evaluation