Welcome to CAVA Transition

Teacher Training

Training Objectives
Participants will: y Understand transition y Understand the transition process y Identify transition age students y Be able to write a compliant transition plan y Be able to write IEP goals that support transition

What is Transition?
IDEAs definition of transition is a coordinated set of activities that focuses on improving the academic and functional achievement of children to facilitate movement from school to post-school activities. y Transition planning and services begin at the age of 16; however, planning can start as early as 14 if it is determined necessary by the IEP team.
y

Compliant Transition Programs

Compliant Transition Programs and ITPs focus on student outcomes by:
y

Using age-appropriate transition assessments in the areas of education/training, employment, and independent living (if needed) annually Formally assessing students by the age of 16 using a commercially produced transition assessment Building transition language throughout the IEP Developing annual IEP goals that are connected to the post-secondary (ITP) goals Writing PLPs that keep in mind the post-secondary goal of the student and identifies strengths, needs and impact of disability that support the end goal Providing relevant and real-life transition activities that support the students postsecondary goals Connecting the student and family to outside agencies that will support the student when he or she leaves high school (when possible) Including outside agencies in the IEP/ITP planning process and meeting (when appropriate) Assisting the student and family in understanding the Summary of Performance and how to use it in the post-secondary setting Providing post school follow-up to assist students and families with life after high school during the first year of leaving

y y y

CAVAs Transition Policy

y y

All students, regardless of grade, who are 15 years old BEFORE their next IEP All students, regardless of grade, will have a compliant transition plan in effect by the time they turn 16 years old. In other words, if I turned 16 today, I should have a compliant and active ITP in effect that was done while I was still 15 years old. All incoming students who are 15 or older will have a compliant transition plan developed before or during their admin IEP All high school students will have transition mini lessons delivered to them during homeroom at least once a month All transition aged middle school students will have transition mini lessons delivered to them at least once a month All transition aged students, regardless of grade, will have lessons for their Learning Coach to support transition at home All transition aged students will participate in transition services directly

y y y y y

Who should have an ITP?

Few 7th & 8th Grade (15 by next IEP)

Most 9th Grade (15 by next IEP)

All 12th Grade

th, 11th, & 10

T e Transiti n Team C ncept

y

Sc l ers nnel

Transiti n rev lves ar und t e student and w at t e students p st-sc l g als are. T e students g als and needs are t e driving f rce f t e entire IE . T e transiti n team includes all pers ns and agencies t at elp and are inv lved wit t e student. arents and students need t be enc uraged t invite any pr fessi nal w rking wit t e student t participate in t e devel pment f t e transiti n plan. Examples f transiti n team members are: student, family, c llege c unsel rs, transiti n teac ers, c unsel rs, agencies, general educati n teac ers, career advis rs, special educati n teac ers, administrat rs, medical pers nnel, DIS service pr viders, etc.
Outside Agencies

DIS Services & t er pr fessi nals

Student

Family

ITP Process
Notification of Meeting/Invitation Assessment Plan Age-appropriate assessments Writing the ITP FAPE: Services Notes Page IEP Annual Goals

ITP Process:
1. 2. 3.

Notification of Meeting/Invitation

Indicate the purpose of the meeting: make sure you check Transition in addition to the other selections you make. The Team Members: The student needs to be invited by checking student and writing in their name. Please encourage parents to invite any outside agencies they may be accessing. Parents need to initiate the contact with outside agencies because of confidentiality laws. Any outside agencies that are invited need to be listed on the Notification of Meeting/Invitation page. Outside agencies may include: Regional Center, Private Psychologist, Department of Mental Health, Social Workers, Behavior Intervention, etc.

4.

Age of Majority
y y y y

y y

Students who have reached the age of majority have educational rights. They need all IEP documents in their name, not the parents. They need to give the school permission to invite the parent to the IEP meeting (indicated on the Notice of Meeting form). They need to give the school permission to communicate with the parent for anything related to school (a copy should be provided to all staff working with the family and kept in the students file), otherwise we cannot communicate with the parent. The student consents and signs the IEP, not the parent. An exception would be if the parent was granted conservatorship from the court system. The parent needs to provide a copy of the court ruling to keep in the students file.

Outside Agencies
y y

They are not a part of the school, school district or SELPA Families and individuals apply for their services independent of the educational system. We are able to assist a family with the application process and explanation of the services they provide and eligibility criteria. We ask families if they are receiving services from an outside agency. The agencies decide what services they offer and will pay for based on their own independent criteria. They are not bound to provide and/or pay for services discussed in an IEP meeting. We cannot state an outside agency will provide and/or pay for transition services, however, it is important for them to participate in the IEP meeting (only if parent or student invites them) and collaborate with the team. They are bound by confidentiality laws that prohibit the exchange of information outside their agency. The client or parent is the only person who can allow and initiate the exchange of information between the school and agency. Examples of outside agencies are: Department of Rehabilitation, Department of Mental Health, Social Workers, Employment Development Department, Regional Centers, Social Security, etc.

y y

ITP Process:
1.

Assessment Plan

2.

3.

4.

Select reason for the assessment: include transition on all assessment plans for IEPs for15 year olds and all triennial IEPs Transition may or may not appear as a reason. If it does not appear, check other and write in transition Responsible Professional Staff: Select Vocational Education Specialist or Transition Specialist for all vocational assessments. Transition assessments are under other, postsecondary assessment or vocational assessment depending on the form.

ITP Process:

Age-appropriate assessments

Transition assessment are age-appropriate and assess three areas: y Employment y Education/Training y Independent Living (if appropriate) Transition assessments must be updated annually to continue to guide and support the student towards their post-school goals. y Transition assessments for students who are 15 years old give baseline information to begin transition and show progress towards goals as the student moves towards graduation.
y

ITP Process:
y

Writing the ITP

Indicate if the student was invited: all transition aged student must be invited to the IEP meeting.You can only check YES if the student was invited on the Notification of Meeting page, otherwise it will not be a compliant ITP.

Indicate if outside agencies were invited: If the student accesses outside agencies and the parent attempted to invite a representative, check yes. If you check yes, the agency must also be listed on the Notification of Meeting page and their attendance noted on the notes page. If the agency fails to attend the IEP meeting, you must provide a strategy to provide them with a copy of the IEP. State the teams strategy in the notes page of the IEP. If a student accesses outside agencies and they were not invited, check no. If you check no, you must provide a reason and a strategy to include them on the notes page of the IEP. If the parent did not want the agency to attend, note their wishes on the notes page of the IEP. If the student does not access outside agencies, check Not Applicable.

Describe how the student participated in the process: check the appropriate box. At least one must be checked. Indicate if age-appropriate assessments/instruments were used: select yes or no. YES is the only option to for a compliant ITP. Interviewing the student is acceptable if and only if another assessment/instrument was used. We must use as many assessments/instruments as needed to assess education/training, employment and independent living (if appropriate). Use a minimum of two. Describe the results of the assessments: indicate the name of the assessment/instrument, the date it was taken, who took the assessment and provide the results in narrative form. The results need to list the students interests, strengths, desires and current transition skills in all areas.

ITP Process: Education/Training (Required) Required)

y

Complete the Training/Education information: Upon completion of school I will _________. (attend college, attend a training program, etc.) This is a realistic and meaningful post secondary education/training goal the student would like to obtain AFTER high school. Make sure it is relevant to what the career they are interested in. List the annual IEP goals: All of the students annual IEP goals support their transition. At least one goal needs to be provided. List the person/agency responsible: List all individuals who would support the student in meeting the goal. Transition Service Codes: Select the appropriate transition service code (all 800 codes). Activities to Support Post Secondary Goal: Write a measurable activity that will help the student reach their education/training goal (the statement that completed the sentence Upon completion of school I will ________.)

When writing activities to support post secondary goals it is important to keep in mind that you are providing baby steps to help the student reach their goal. Make the activity measurable, within reach, based on their interests as well as positive and relevant. Community Experiences as Appropriate: List appropriate activities that may need to take place in the community to provide additional experience to assist the student in reaching their education/training goals. Related Services as Appropriate: if the student receives DIS services and they are addressing transition during their sessions, select the service. If the student is not receiving DIS services that are addressing transition during their session, leave blank.

ITP Process: Employment (Required) Required)

Follow the same process as with education/training. y Keep in mind this sections is from an employment point of view.
y

ITP Process: Independent Living (Optional) Optional)

Independent Living is only required if there is a need indicated by assessment. y If there is a need, follow the same process as with Education/Training and Employment. y Keep in mind this is from an independent living point of view.
y

ITP Process: District Graduation Requirements (Required) (Required)

y

Course of Study: YES should be selected and transcript should be attached to the IEP and on SEIS. The narrative box should include a statement such as, [student] has access to the counselor to discuss specific course of study to identify courses needed to meet their post secondary goals. One of the following statements should also be included, [student] is working towards A-G requirements OR [student] is working toward state minimum requirements. The narrative box should also include a list of courses the student needs to take/pass to obtain their diploma as well as any additional courses the student will be taking that align to their post secondary goals. Units/Credits Completed:The number of completed credits to date. Units/Credits Pending:The number of credits that are in progress or that need to be completed in the future. Diploma: check YES (all of our students are diploma bound) Certificate of completion: check NO

y y

y y

Anticipated Graduation Date: Date the student is expected to earn their diploma. CAHSEE: indicate the dates each section was taken and the scores earned. Age of Majority: this is required for all students who are turning 17. The box should be checked and the name of the person who advised the student of his/her rights listed and the date this was done. Make sure evidence of this is in the students file. If the student is not turning 17, disregard unless the team feels it is necessary to discuss age of majority rights earlier. Additional radio buttons on the bottom of the page: If all the steps in this training were followed, you should be able to select YES for each one.

y y

ITP Process:
y y

FAPE: Services

For each transition service you selected on the ITP, a duplicate service appears on the FAPE/Services page. For each transition service:

Start date: the date of IEP End date: one year later Frequency: 30 Monthly (one or more times a month) 1x Duration: 30 minutes Provider: 100 District of Service Location: 579 Chart school (operated by an LEA/district) Individual

ITP Process:
y

Notes Page

The following ITP items need to appear on the Notes page: Outside agency attendance noted (only if the student accesses an outside agency) Reasons an outside agency did not attend (only if the student accesses an outside agency) Reasons an outside agency was not invited (only if the student accesses an outside agency) Strategies to provide an outside agency with the information from the IEP meeting and/or to include the agency in the collaboration of developing transition services(only if the student accesses an outside agency)

How do you know if a student accesses an outside agency? The parent will be able to provide that information when asked.

ITP Process:
y

IEP Annual Goals

Develop measurable annual goals that support the students academic and post secondary needs. For example: If the student would like to be a Lawyer they need to have communication skills, present, summarize, prepare documents, interpret written and verbal communications and documents, analyze, examine data and evaluate findings, etc. The student will also need to earn their diploma and go to college. You can find a list of job details and work values for all careers at www.onetonline.org or www.cacareerzone.org Using the information above, we can develop measurable math, writing, behavior, vocational and reading goals as well as any DIS provider goals that support the necessary skills and requirements to become a Lawyer. It is important to embed as career skills into academic and DIS service goals (if applicable). When discussing the annual IEP goals with the parent and student, mention how they support the skills and requirements needed for the student to reach their career goal. For every IEP goal, check Transition Goal and which area of transition the IEP annual goal supports: Education/Training, Employment and/or Independent Living

Remember.
The students interests and goals are the driving force of the IEP and ITP.
ITP goals & activities IEP goals Students interests & goals

ITP Process Review

Sample Compliant ITP

Sample IEP Goals

Case Study: Your turn!

Questions??