About Transition

This training is provided in This training is provided in collaboration with the Oregon collaboration with the Oregon

Department of EducationDepartment of Education

20042004

Transition in IDEA 2004 Transition in IDEA 2004 681(d)681(d)

►The purpose of IDEA is:The purpose of IDEA is: to ensure that all children with to ensure that all children with

disabilities have available to them a free disabilities have available to them a free appropriate public education that appropriate public education that emphasizes special education and emphasizes special education and related services designed to meet their related services designed to meet their unique needs and prepare them for unique needs and prepare them for further educationfurther education, employment, and , employment, and independent living.independent living.

Transition TimelineTransition Timeline

►Age 16 –Transition PlanAge 16 –Transition Plan►Age 18 – Age of MajorityAge 18 – Age of Majority►Age 21 – School Services EndAge 21 – School Services End

Transition ServicesTransition Services

►Is a results-oriented process focused Is a results-oriented process focused on improving academic and functional on improving academic and functional achievement achievement

Definition of Transition Services Definition of Transition Services 602(34)(A)602(34)(A)

The term “transition services” means a coordinated set The term “transition services” means a coordinated set of activities for a child with a disability thatof activities for a child with a disability that

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

DefinitionsDefinitions (continued)(continued)

Transition Services:• takes 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 when appropriate, acquisition of daily living skills and functional vocational evaluation.

Individualized Education Programs Individualized Education Programs 614(d)(1)(A)(VIII)614(d)(1)(A)(VIII)

►Beginning no later than the first IEP Beginning no later than the first IEP to be in effect when the child is 16, to be in effect when the child is 16, and updated annually thereafter, the and updated annually thereafter, the IEP must address all transition IEP must address all transition services requirements. services requirements.

Individualized Education Programs Individualized Education Programs 614(c)(5)614(c)(5)

►Evaluation and reevaluation for Evaluation and reevaluation for termination of services is not termination of services is not required for students who receive a required for students who receive a regular diploma or exceed the age regular diploma or exceed the age of eligibility under State law.of eligibility under State law.

Individualized Education Programs Individualized Education Programs

614(d)(1)(A)(VIII)614(d)(1)(A)(VIII)

The IEP team will develop:The IEP team will develop:►Appropriate measurable Appropriate measurable

postsecondary goalspostsecondary goals based on age- based on age-appropriate transition assessments appropriate transition assessments related to training, education, related to training, education, employment, and possible employment, and possible independent living skills.independent living skills.

Individualized Education Programs Individualized Education Programs 614(d)(1)(A)(VIII)614(d)(1)(A)(VIII)

The IEP team will develop:The IEP team will develop:►Transition servicesTransition services (including (including

courses of study) needed to assist courses of study) needed to assist the child in reaching his or her the child in reaching his or her postsecondary goalspostsecondary goals

Individualized Education ProgramsIndividualized Education Programs 614(d)(1)(A)(VIII)614(d)(1)(A)(VIII)

The IEP team will develop and The IEP team will develop and document:document:

►Measurable annual goals, Measurable annual goals, including academic and functional including academic and functional goalsgoals

►Agency participationAgency participation►Graduation dateGraduation date

Summary of PerformanceSummary of Performance614(c)(5)(B)(ii)614(c)(5)(B)(ii)

The district must:The district must:►Provide the child with a summary of Provide the child with a summary of the child’s academic achievement and the child’s academic achievement and functional performance, which shall functional performance, which shall include recommendations on how to include recommendations on how to assist the child in meeting the child’s assist the child in meeting the child’s postsecondary goals. postsecondary goals. 

Transfer of RightsTransfer of Rights614(d)(1)(A)(VII)614(d)(1)(A)(VII)

►Occurs Occurs not later thannot later than 1 year before 1 year before the child reaches the age of majority the child reaches the age of majority under State law.under State law.►Must have a statement that the child Must have a statement that the child and parent have been informed of the and parent have been informed of the child’s rights that will transfer to the child’s rights that will transfer to the child on reaching the age of majority.child on reaching the age of majority.

What Comes Next?What Comes Next?

►Vision is the ability to see, not what is, Vision is the ability to see, not what is, but what could or will be…but what could or will be…

►Planning for the futurePlanning for the future►So how do we get there?So how do we get there?

Self Advocacy SkillsSelf Advocacy Skills

Self Advocacy is being able to speak for yourself. Self Advocacy is being able to speak for yourself.

Can the student express:Can the student express:► How he learnsHow he learns► What she is good atWhat she is good at► What he likesWhat he likes► Accommodations neededAccommodations needed► Goals for the futureGoals for the future► How their disability affects their ability to learnHow their disability affects their ability to learn

The Transition PlanThe Transition Plan

►Prepare before the IEP/Transition Prepare before the IEP/Transition meetingmeeting

► Identify the student’s vision and goalsIdentify the student’s vision and goals►Focus on interests, strengths and Focus on interests, strengths and

preferences, but address the preferences, but address the needs/weaknessesneeds/weaknesses

►Remember it’s about the studentRemember it’s about the student►Will the student run the meeting?Will the student run the meeting?► Invite people outside the schoolInvite people outside the school

Who Else Could be on the Team?Who Else Could be on the Team?

► Team members are Team members are determined by the determined by the student’s post school student’s post school goals. Some examples goals. Some examples are:are:

► Possible EmployersPossible Employers► Friends and RelativesFriends and Relatives► Recreation Recreation

RepresentativeRepresentative► College/Adult Education College/Adult Education

RepresentativeRepresentative

► Mental Health and Mental Health and Addiction ServicesAddiction Services

► Seniors and Persons with Seniors and Persons with DisabilitiesDisabilities

► Independent Living Independent Living CenterCenter

► Brokerages/Personal Brokerages/Personal AgentsAgents

► Vocational RehabilitationVocational Rehabilitation► Employment Employment

OrganizationOrganization► YTPYTP

How Do Agencies Support the IEP Team How Do Agencies Support the IEP Team in the Transition Process?in the Transition Process?

Agency partnerships allow students with disabilities Agency partnerships allow students with disabilities the best opportunity for an organized, coordinated the best opportunity for an organized, coordinated support system after exiting school by:support system after exiting school by:

• • Offering additional resources for learning Offering additional resources for learning employability and independent living skillsemployability and independent living skills

• • Teaching strategies to access local business and Teaching strategies to access local business and industry resourcesindustry resources

• • Promoting greater awareness of additional Promoting greater awareness of additional community servicescommunity services

• • Informing students of funding sourcesInforming students of funding sources• • Providing specialized expertiseProviding specialized expertise• • Apprising the team of any future service optionsApprising the team of any future service options

Role of Agencies Role of Agencies in the Transition Processin the Transition Process

• • Develop agreements, define roles, and coordinate Develop agreements, define roles, and coordinate services between the school and service agencies.services between the school and service agencies.

• • Provide agreed upon service and support to Provide agreed upon service and support to transition team.transition team.

• • Communicate pertinent service needs to the Communicate pertinent service needs to the transition team including the current plan:transition team including the current plan:

• • What services are currently being provided to the What services are currently being provided to the student?student?

• • How are current services assisting the fulfillment How are current services assisting the fulfillment of the student’s ongoing educational goals?of the student’s ongoing educational goals?

Suggestions for Families WorkingSuggestions for Families Working with Agency Professionals with Agency Professionals

► Become familiar with eligibility requirements, Become familiar with eligibility requirements, procedures, and services of the agency.procedures, and services of the agency.

► Be persistent.Be persistent.► Make connections early.Make connections early.► Make sure you are communicating with the Make sure you are communicating with the

correct agency representative.correct agency representative.► Be persistent.Be persistent.► Plan to develop a positive relationship with an Plan to develop a positive relationship with an

agency representative.agency representative.► Be assertive; not argumentative or aggressive.Be assertive; not argumentative or aggressive.► Be persistent.Be persistent.

Post Secondary Education Post Secondary Education IS an OptionIS an Option

►What are the student’s preferences?What are the student’s preferences?►Does the student’s long term goal Does the student’s long term goal

require /include additional education?require /include additional education?►What course is the student interested What course is the student interested

in pursuing?in pursuing?

Post Secondary ConsiderationsPost Secondary Considerations

►Options to consider…Options to consider… University, College, Community College, University, College, Community College,

Trade SchoolTrade School

►Major, or Program of interestMajor, or Program of interest►Entrance requirementsEntrance requirements

Script for interviews with collegesScript for interviews with colleges Documentation needsDocumentation needs

CollegeCollege Legal StandardLegal Standard

►Subpart E of the Regulation (34 CFR 104)Subpart E of the Regulation (34 CFR 104)►Cannot discriminate on the basis of Cannot discriminate on the basis of

disability disability ►Must provide “academic adjustments” & Must provide “academic adjustments” &

“auxiliary aids” to allow disabled “auxiliary aids” to allow disabled students equal access to the program. students equal access to the program.

►Grievance procedure is only explicit Grievance procedure is only explicit procedural requirementprocedural requirement

Basic PrinciplesBasic Principles

►College students are adults, who are College students are adults, who are expected to act and advocate for expected to act and advocate for themselves.themselves.

►Colleges do NOT have an affirmative Colleges do NOT have an affirmative duty to identify, evaluate, develop an duty to identify, evaluate, develop an individual education plan, or to provide individual education plan, or to provide FAPEFAPE

““Essential Requirements” Essential Requirements”

►Colleges are not required to alter the Colleges are not required to alter the fundamental nature of their programsfundamental nature of their programs

►Colleges are not required to change Colleges are not required to change academic requirements which are academic requirements which are essential to the program, or essential to the program, or directly related to licensing requirementsdirectly related to licensing requirements

Placement Tests/AccommodationsPlacement Tests/Accommodations

►SAT, ACT…SAT, ACT…►www.ets.org/disability/index.htmlwww.ets.org/disability/index.html►Extended time is not flagged on the Extended time is not flagged on the

SATSAT►Community Colleges have open Community Colleges have open

enrollment, but specific courses may enrollment, but specific courses may have prerequisite or technical have prerequisite or technical standard requirementsstandard requirements

College Students With Disabilities College Students With Disabilities Have the Right To:Have the Right To:

►Equal Access to Courses, Programs, Equal Access to Courses, Programs,

Services, Jobs Activities and FacilitiesServices, Jobs Activities and Facilities

►Reasonable and Appropriate Reasonable and Appropriate

Accommodations, Academic Accommodations, Academic

Adjustments, and /or Auxiliary AidsAdjustments, and /or Auxiliary Aids

►Appropriate Confidentiality of All Appropriate Confidentiality of All

Information Pertaining to the Disability Information Pertaining to the Disability

College Students With Disabilities College Students With Disabilities Have the Responsibility To:Have the Responsibility To:

►Meet Qualifications; both Academic and Meet Qualifications; both Academic and Institutional Institutional

►Self-Identify as a Person with a Disability Self-Identify as a Person with a Disability When Requesting an AccommodationWhen Requesting an Accommodation

►Provide Documentation from a Qualified Provide Documentation from a Qualified Source Source

►Follow School’s Procedures for Obtaining Follow School’s Procedures for Obtaining Accommodations Accommodations

Disability DocumentationDisability Documentation

► The IEP or 504 plan is NOT sufficient The IEP or 504 plan is NOT sufficient documentation.documentation.

► Check with the College the year before you Check with the College the year before you plan to enroll for what documentation is plan to enroll for what documentation is required and acceptable.required and acceptable.

► ““The Office” may have a specific form.The Office” may have a specific form.► Neither the School District, nor the College Neither the School District, nor the College

are required to conduct the evaluations for are required to conduct the evaluations for post secondary documentation requirements.post secondary documentation requirements.

What Can You Expect From CollegeWhat Can You Expect From College

►Disability Services OfficeDisability Services Office►Reasonable Accommodations must be Reasonable Accommodations must be

requested by the student (examples requested by the student (examples are)are) Note takersNote takers Books on tapeBooks on tape InterpretersInterpreters Extra time for tests or courseworkExtra time for tests or coursework

““Academic Adjustments” Academic Adjustments” 34 CFR 104.44(a)34 CFR 104.44(a)

►Modifications of academic Modifications of academic requirements to ensure they do not requirements to ensure they do not discriminate. E.g.,discriminate. E.g., Change in length of time to complete a Change in length of time to complete a

programprogram Substitution of courses Substitution of courses adaptation of manner in which courses adaptation of manner in which courses

are conductedare conducted

““Auxiliary Aids” Auxiliary Aids” 34 CFR 104.44(d)34 CFR 104.44(d)

►Taped texts, interpreters, readers, Taped texts, interpreters, readers, note takers, adapted computers, note takers, adapted computers, Braille, to provide access to program Braille, to provide access to program content.content.

►Colleges are not required to provide Colleges are not required to provide “personal devices or services” (e.g., “personal devices or services” (e.g., attendant, wheelchair, tutor) attendant, wheelchair, tutor)

Testing Testing 34 CFR 104.44(c)34 CFR 104.44(c)

►Test format and administration should Test format and administration should measure students’ achievement, not measure students’ achievement, not students’ impairments.students’ impairments.

►Examples:Examples: different format (e.g., tape vs. print, different format (e.g., tape vs. print,

usually not multiple choice vs. essay) usually not multiple choice vs. essay) extended time extended time readerreader

Support at the College Level Support at the College Level

►Disability Student Services OfficeDisability Student Services Office►Services may vary and are decided on Services may vary and are decided on

a case by case basis, but may include:a case by case basis, but may include: Course planning assistanceCourse planning assistance Accommodation selection assistanceAccommodation selection assistance Academic Adjustments/Course WaiversAcademic Adjustments/Course Waivers TutoringTutoring Extended time to finish a programExtended time to finish a program Information and ReferralInformation and Referral

Living at the CollegeLiving at the College

► Accessibility of the Student Services OfficeAccessibility of the Student Services Office► TransportationTransportation► Dormitory vs. ApartmentDormitory vs. Apartment► Food ServicesFood Services► Financial AidFinancial Aid► Tuition and BooksTuition and Books► ClothingClothing► Medical careMedical care► Social ActivitiesSocial Activities

Parents and CollegeParents and College

►Student records are confidential and Student records are confidential and are not available to parents on requestare not available to parents on request

►The student may sign a release so that The student may sign a release so that the parent can access records, and the parent can access records, and talk with stafftalk with staff

►The student must take responsibility The student must take responsibility for their college careerfor their college career

Paying for CollegePaying for College

►Financial Aid – Grants, Scholarships and Financial Aid – Grants, Scholarships and LoansLoans

►www.student.govwww.student.gov►www.fastweb.comwww.fastweb.com►www.studentaid.ed.govwww.studentaid.ed.gov►www.collegenet.com/mach25www.collegenet.com/mach25►www.collegequest.comwww.collegequest.com►SSI, PASS, and Vocational RehabilitationSSI, PASS, and Vocational Rehabilitation

Post Secondary ResourcesPost Secondary Resources

ResourcesResources► Educational Testing ServiceEducational Testing Service► AHEAD – www.ahead.orgAHEAD – www.ahead.org► Oregon Department of Education Oregon Department of Education

www.ode.state.or.uswww.ode.state.or.us► National Transition NetworkNational Transition Network► HEATH www.heath.gwu.eduHEATH www.heath.gwu.edu► POST-ITT www.postitt.orgPOST-ITT www.postitt.org► www.student.govwww.student.gov

Employment

A Different OptionA Different Option

Transition to WorkTransition to Work

► What does the student want to do?What does the student want to do? Learn about occupationsLearn about occupations

► What skills are needed for the job?What skills are needed for the job?► Is special training required?Is special training required?► Where are the opportunities for Where are the opportunities for

employment?employment? Are there job opportunities locally?Are there job opportunities locally?

► What assistance is needed?What assistance is needed? Who can help?Who can help?

Youth Transition Program (YTP)Youth Transition Program (YTP)

Students receive:Students receive: Individualized planning focused on post-Individualized planning focused on post-

school goals, self-determination, and help school goals, self-determination, and help to coordinate school plans with relevant to coordinate school plans with relevant community agencies;community agencies;

Instruction in academic, vocational, Instruction in academic, vocational, independent living, and personal-social independent living, and personal-social skills, and help to stay in and complete skills, and help to stay in and complete school;school;

More on YTPMore on YTP

Students receive:Students receive:

► Job training while in the program, and Job training while in the program, and assistance to secure employment or enter assistance to secure employment or enter post-secondary education/training upon post-secondary education/training upon leaving the program; andleaving the program; and

►Follow-up support for up to 12 months Follow-up support for up to 12 months after leaving the program to help after leaving the program to help negotiate the uncertainties of the negotiate the uncertainties of the transition years.transition years.

Vocational RehabilitationVocational Rehabilitation

Assists Oregonians with Assists Oregonians with disabilities to achieve disabilities to achieve and maintain and maintain employment and employment and independence.independence.Services can Services can include:include:

Vocational Vocational Counseling and Counseling and Guidance Guidance

Evaluation Evaluation

Assistive TechnologyAssistive Technology Worksite Worksite

Accommodations Accommodations Vocational and other Vocational and other

Training Services Training Services Information and Information and

Referral Referral Training and EducationTraining and Education Special Tools and Work Special Tools and Work

ClothesClothes

Vocational RehabilitationVocational Rehabilitation

►Services are time-limitedServices are time-limited►Plan for on-going supportPlan for on-going support► IPE– Individual Plan for EmploymentIPE– Individual Plan for Employment

Oregon Commission for the BlindOregon Commission for the Blind

Vocational RehabilitationVocational Rehabilitation►Occupational Skills TrainingOccupational Skills Training

Partnership between Community Colleges Partnership between Community Colleges and Vocational Rehabilitationand Vocational Rehabilitation

Can Be a Follow-on to the YTP in High Can Be a Follow-on to the YTP in High School.School.

Combines Academic Classes, Combines Academic Classes, Pre-Employment Classes and On-the- Pre-Employment Classes and On-the-Job Training in Student’s Career ChoiceJob Training in Student’s Career Choice

One Year Certificate ProgramOne Year Certificate Program

Social Security Work IncentivesSocial Security Work Incentives

1.1. Earned Income Inclusion: After Earned Income Inclusion: After earning $65, an individual’s SSI earning $65, an individual’s SSI check is reduced by only one check is reduced by only one dollar for every two dollars dollar for every two dollars earned.earned.

Social Security Work IncentivesSocial Security Work Incentives

2.2. Student Earned Income Exclusion: A Student Earned Income Exclusion: A student under the age of 22 can earn student under the age of 22 can earn up to $400/month but less than up to $400/month but less than $1620/year before a reduction in $1620/year before a reduction in benefits occurs.benefits occurs.

Social Security Work IncentivesSocial Security Work Incentives

3.3. Impairment-Related Work Expenses Impairment-Related Work Expenses (IRWE): May deduct the cost of (IRWE): May deduct the cost of disability related items and services disability related items and services needed from the earned income needed from the earned income used to calculate SSI or SSDI used to calculate SSI or SSDI payments.payments.

Social Security Work IncentivesSocial Security Work Incentives

4.4. Plan for Achieving Self-Support (PASS): A Plan for Achieving Self-Support (PASS): A plan to set aside income in order to plan to set aside income in order to achieve an occupational goal. The funds achieve an occupational goal. The funds set aside are not counted when set aside are not counted when calculating SSI benefits. A PASS must calculating SSI benefits. A PASS must include the following:include the following:

• • Pre-approval in writing from the Social Pre-approval in writing from the Social Security AdministrationSecurity Administration

• • A realistic and specific work goalA realistic and specific work goal• • All details surrounding the proposed All details surrounding the proposed

timeline and set aside incometimeline and set aside income

Social Security Work Incentives: Social Security Work Incentives: 5.5. Ticket to Work Ticket to Work

The person gets a “ticket” that they The person gets a “ticket” that they use to obtain services to help them find use to obtain services to help them find and keep a job. The ticket allows the and keep a job. The ticket allows the person to choose their own employment person to choose their own employment service provider, called employment service provider, called employment networknetwork Anyone can become an employment networkAnyone can become an employment network The Employment Network is only paid for The Employment Network is only paid for

successful outcomessuccessful outcomes

Employer IncentivesEmployer Incentives► Deduction for costs of removing barriers to the Deduction for costs of removing barriers to the

disabled and the elderlydisabled and the elderly—This is a deduction a —This is a deduction a business can take for making a facility or public business can take for making a facility or public transportation vehicle more accessible to and usable transportation vehicle more accessible to and usable by persons who are disabled or elderly. See chapter by persons who are disabled or elderly. See chapter 8 in Publication 535, 8 in Publication 535, Business Expenses.Business Expenses.

► Disabled access creditDisabled access credit—This is a nonrefundable —This is a nonrefundable tax credit for an eligible small business that pays or tax credit for an eligible small business that pays or incurs expenses to provide access to persons with incurs expenses to provide access to persons with disabilities. The expenses must be to enable the disabilities. The expenses must be to enable the eligible small business to comply with the Americans eligible small business to comply with the Americans with Disabilities Act of 1990. See the instructions for with Disabilities Act of 1990. See the instructions for Form 8826, Form 8826, Disabled Access Credit, Disabled Access Credit, for more for more information. information.

One-Stop Workforce Investment ActOne-Stop Workforce Investment Act (WIA)(WIA)

One-Stops are places with a wide variety One-Stops are places with a wide variety of agencies and programs in the same of agencies and programs in the same building.building.

Two programs that might be helpful in Two programs that might be helpful in pursuing employmentpursuing employment

►Summer Youth EmploymentSummer Youth Employment► Individual Training AccountsIndividual Training Accounts

DD (Developmental Disability) DD (Developmental Disability) ServicesServices

►For those who qualify, funding and For those who qualify, funding and assistance are available.assistance are available. Self Directed SupportsSelf Directed Supports

►Personal Agent helps develop a support plan Personal Agent helps develop a support plan for the individualfor the individual

Comprehensive ServicesComprehensive Services►For those who need 24 hour servicesFor those who need 24 hour services►Includes residential and day treatment Includes residential and day treatment

servicesservices

BrokeragesBrokerages► Support Services System: This level of service provides supports for portions of

the day. A person may be living in his or her own home or the family home. The individual makes decisions and a Personal Agent/Brokerage assists in guiding the person.

► Support Services Are:• Access to a Personal Agent to help plan for needs and secure resources to meet them.• Planning based on self-determination• Access to some resources to implement the plan• Targeted funds through support services for persons with DD

ApprenticeshipApprenticeship

Apprenticeship is occupational training Apprenticeship is occupational training that combines on-the-job experience that combines on-the-job experience with classroom training. with classroom training.

Industry and individual employers Industry and individual employers design and control the training design and control the training programs, and may pay apprentices' programs, and may pay apprentices' wages. wages.

Leveraging ResourcesLeveraging Resources

►Having a plan, and knowing where you Having a plan, and knowing where you can get services and support, will help can get services and support, will help you encourage others to support you you encourage others to support you in your dream.in your dream.

►Letting the team know about Letting the team know about commitments from others can help commitments from others can help assure them to invest as well.assure them to invest as well.

Employment ResourcesEmployment Resources

►DHS DHS www.dhs.state.or.uswww.dhs.state.or.us Seniors and People with DisabilitiesSeniors and People with Disabilities Office of Vocational RehabilitationOffice of Vocational Rehabilitation

►www.passplan.comwww.passplan.com►www.emp.state.or.uswww.emp.state.or.us

For More InformationFor More Information

►ODE –www.ode.state.or.usODE –www.ode.state.or.us►1-503-378-3600 x23351-503-378-3600 x2335

Jackie BurrJackie Burr

►ORPTI - ORPTI - info@orpti.orginfo@orpti.org►1-888-505-26731-888-505-2673