Secondary Transition Pittsburgh Public Schools

Mary Jane Conley Senior Program Officer

Program for Students with Exceptionalities

What is Transition? Transition is a coordinated set of activities for a

student that… 1) Is designed within an outcome-oriented process which

promotes movement from school to post-secondary activities. Post-secondary activities include:

•  Post-secondary education •  Vocational training •  Competitive employment •  Supported employment •  Connection to adult services •  Independent living and community participation

IDEA 2004, Sec. 602 Definitions

2) Is based on the individual student’s needs, strengths, preferences and interests

3) 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

IDEA 2004, Sec. 602 Definitions

What the law says…   IDEA requires Local Education Agencies (LEAs) to

provide transition services to students disabilities to promote movement from school to post-school activities

  PA Law- Transition planning must begin no later than age 14 and must continue every year

  A statement of needed transition services must be included in a student’s individualized education plan (IEP)

The Transition Concept (3 Major Components)

1) Work with each student, along with their family to develop post-school goals and generate a plan for success

2) Design the high school experience to ensure that the student gains the skills and competencies needed to achieve his/her desired post-school goals

3) Identify and link students and families to any needed post-school services, supports or programs before student exists the school system

What the Evidence Shows…   Educational researchers have identified that the following strategies and factors can lead to post-school outcomes:

  Career focused and on-the-job training while in school

  Inclusion of self-advocacy and self-determination skills in the curriculum

  Assessment of needs before developing a student transition plan

  Supervised on-the-job training in the community with continuous support for both the employer and the student

  Involvement of students, parents, businesses, and community representatives in interagency transition teams

  Supervised on-the-job training in the community with continuous support for both the employer and the student

  Meaningful volunteer and job placement experiences that provide living wages and career opportunities

  Expanding secondary transition programs for students ages 18-21

Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gap to Post Secondary Education and Employment. National Council on Disability, Social Security Administration. November 1, 2000

Pittsburgh Public Schools

Ashley McFall SOS Program Coordinator

412-323-4078 kmcfall1@pghboe.net

Start On Success (SOS)

Overview   Designed primarily for students with learning disabilities, minimum

supports needed   Four year program, links instruction with community activities   Primary goal: Increase the career potential of students with

disabilities, and prepare them for competitive employment after high school.

  Incorporates:   Career portfolios, both static and electronic   Career Assessment   Mentorship   Service Learning   Decision Makers Class at CMU   Summer Employment at CIGNA   Paid Internship   Presentations/Celebrations

4 Year Plan 9th Grade   Semester 1

  Students are Selected   Semester 2

  Daily Career Development Class   Disability Awareness   Self Assessment   Career Exploration   Career Portfolios

10th Grade - Continuation of self-awareness, career exploration and portfolios

  Semester 1   Daily Career Development Class   8 week community mentorship

  Semester 2   Daily Service Learning Class   Service Learning Project

11th Grade - Continuation of self-awareness, career exploration and portfolios

  Semesters 1 & 2   Daily Career Development Class

  CMU Decision Making Class   Summer Employment at CIGNA

Group Insurance

12th Grade - Continuation of self-awareness, career exploration and portfolios

  Semesters 1 & 2   Daily Career Development Class   Paid Internships (2 hours/day, 5

days/week)

Start On Success Itinerants   7 highly qualified special education teachers

(1 teacher/high school)   Teach in the classroom in the a.m.   Leave building and visit worksite and support

students in the p.m.   Completes all transition assessments   Holds monthly SOS Team meetings in the school   District provides cell phone for student/parent/

worksite communication

Classroom Instruction   4 year curriculum developed

  Focuses on: Interests, Values, Increasing self-awareness, Transition assessment, Disability awareness, Learning styles, Accommodations, Self-Advocacy, The IEP, Job searching, Interviewing, Job maintenance, Labor market research, Career portfolios, Service learning, Graduation project, etc.

  Supplemented by the James Stanfield Transitions Curriculum

  Follows the PA Career Education and Work (CEW) Standards

  Allows for a connection between school and the workplace   Discuss worksite issues

Transition Assessments   Completed by SOS Instructors   Assessments should…Identify individual

needs, strengths, programs, services, supports and resources

  Drive the IEP – Indicator 13   Assessment process should involve the:

  Student   Family   Rehabilitation Counselor/Transition Coordinator   Special Education Teachers   OVR Counselor

Transition Assessments Assessment What does it

measure? Grade

Administered Publisher

Self-Directed Search Interests 9th Psychological Assessment Resources, Inc. http://www.self-directed-search.com/

Kaleidoscope Student Profile

Learning Styles Inventory 9th Performance Learning Systems http://www.plsweb.com/resources/kaleidoscope/

CAPS/COPS/COPES Workplace Profile

Abilities, Interests and Values

10th EdITS http://www.edits.net/cops.html

Kaleidoscope Workplace Profile

Workplace Values 10th Performance Learning Systems http://www.plsweb.com/resources/kaleidoscope/

Job Survival and Success Scale

Workplace Self Assessment

11th & 12th JIST Publishing http://www.jist.com/productDetail.asp

Aviator Interests, Skills & Aptitudes

9th or 10th Valpar International Corporation http://www.valparint.com/index.htm

Community Based Assessment

Self-Assessment, Teacher Rating & Narrative Summary

11th and 12th

Monthly Progress Reports

Workplace Supervisor Ratings

11th and 12th

Community Experiences   Mentorships – 10th grade, 1st semester

  8 weeks, 3 hours/week   Often the first experience to the world of work   Not always matched to student interest, goal is to provide a picture of what a

successful business looks like.   Service Learning Project– 10th grade, 2nd semester

  Students decide on group project to improve their own neighborhood   Teaches student to give back to the community – should be a lifelong process

  College Experiences – 11th and 12th grades   Opportunity to participate in a Carnegie Mellon University Class, Decision Makers

  Mentoring program   Promotes self-determination and decision making

  Opportunity to participate in the PAS (Promoting Academic Success) Program at local community college

  Dual enrollment, 1-3 credits   Internships – 12th grade

  Students work 2 hours/day at a community worksite   Paid $7.25/hour   Travel Independently   Real work for Real pay

Travel Instruction

  All students provided with Port Authority bus pass

  Completed by SOS Instructors   Each student is trained from school to

community site and back or to the home   Instructors will ride the bus with student until

student is cleared to travel independently.   Parents must be in support

Community Partners   University of Pittsburgh,

Carnegie Mellon University, UPMC, Allegheny General Hospital, CIGNA Group Insurance, Other community businesses

  Example Worksites: Carpentry, Plumbing, Landscaping, Mailing Services, Payroll, Nursing, Patient Escort, Radiology, Physical Therapy, Security, Clerical, Food Service, Childcare

SOS Today   Currently the SOS Program is in 9 of the district’s high

schools   SOS is serving over 230 students in the 9th – 12th

grades   57 planning to work in community internships in

the fall   97% of SOS students have graduated from high

school   63 different mentorship placements   71 different internship placements

For More Information

Check out the Start On Success website at:

http://www.pps.k12.pa.us/academicoffice/specialeducation/sos/default.asp

Community Based Vocational Education (CBVE)

Pittsburgh Public Schools

Ms. Peg Fitzgerald CBVE Program Facilitator

(412) 323-3497 mfitzgerald1@pghboe.net

What is CBVE?

•  Vocational exploration, assessment, and training that occurs in a typical work setting, rather than a school environment. It is vocational instruction in the community. A vocational class outside the classroom…in the real world.

•  It is designed to move the student toward their goal of employment and independence.

•  Student participation is on a volunteer non-paid basis. •  Students receive academic credit for their participation. •  Students are supervised by school staff for the duration of their

vocational experience. •  Because it occurs in real work settings, all CBVE must comply

with the Fair Labor Standards Act

Who is it for?   Students for whom

competitive employment is not immediately obtainable.

  The primary focus includes students with life skill support needs and autism spectrum disorders.

  Regional classrooms are located at six comprehensive high schools in the Pittsburgh Public School District.

3 distinct components of CBVE

Exploration Assessment

Training

These phases do not have to occur sequentially, nor are all three components required for each

student.

Exploration Component •  Assists in career decision making. •  Provides a brief exposure to a variety of work settings •  Helps students investigate personal values and

interests •  Through the observation and participation in performing “parts” of a job, they can better understand the positives and the challenges of a specific workplace

Training Component •  Training goals are established and data collection is

continued. •  When a student reaches the training objectives in a

particular setting, the student may move to another setting where additional or related learning and reinforcement of current competencies and behavior can occur.

•  Many times a student will continue in the same setting and become competitively employed.

FLSA Safeguards

  A CBVE student: - Cannot displace a regular worker - Must be supervised by a representative of the

school or the business - Is there to meet IEP goals, not business needs - Is not guaranteed a job at the end of CBVE

Considerations for CBVE   CBVE is a core component of high school

programming for students with moderate to severe disabilities

  The number of community experiences a student has depends on the needs of the student and staff availability

  Student are placed at CBVE sites based on interests, abilities and behaviors as well as parental vision and approval

Considerations for CBVE

• IEP team decision • Permissions • Training agreements • Travel Instruction • Site matching • Time schedule • Photo identification • Staff assignment

Assessment Component •  Provides systematic collection of data

on interests, aptitudes, learning styles, work habits, behavior, personal and social skills attitudes toward work, and work tolerance.

•  Assessment data assists in determining vocational goals for the student’s Individual Education Plan.

•  Authentic assessment more useful than paper/pencil assessments.

Community Partners

  Competitive Employment Opportunities   Watson Institute   Life'sWork of Western PA   UPMC Supported Employment

Examples of CBVE sites   University of Pittsburgh, Sodexo Dining Services   Elizabeth Seton Center   Honorable Dan Onorato’s Office, Allegheny County Courthouse   Pittsburgh Public Schools Board of Education Mailroom   Carnegie Libraries of Pittsburgh   Anathan Club   Humane Society   Marian Manor Nursing Home   The Hilton Hotel   West Penn Hospital Volunteer Department   Mt. Washington Foodland   Bidwell Training Center Horticulture Department

“The purpose of education is to turn mirrors into windows.”

Sydney J. Harris

Travel Instruction

Deborah Caterino Travel Instruction Facilitator

412-728-3481 dcaterino1@pghboe.net

Pittsburgh Public Schools

Travel Instruction Goals

  The PSE Travel Instruction Program gives students an increased confidence and the opportunity to achieve independence in their community

  Students may accomplish this goal by walking or riding public transportation to various destinations independently.

Program Features   Community Based Instruction according to

the individual needs of the student   Skill Development in:

- Street Crossing - Street Signs - Use of Pay Phone/Cell Phones in Emergency

Situation - Lessons in Stranger Awareness

Who is Eligible?

  Students supported by the Program for Students with Exceptionalities are eligible for Travel Instruction

  Travel Instruction evaluation and implementation is completed at the request of a parent, teacher, counselor, or other school personnel

  Students of high school age are given priority scheduling

Who is responsible for training?

  The Travel Training Team consists of: 1 Travel Trainer Facilitator

3 assistant Teacher Trainers

How is travel instruction conducted?

  Instruction is done in the community   Individualized instruction plan is designed   All training is done with a 1-1 ratio

(trainer-student), to ensure the safety and competence of the student

  Progress monitored through observation and record keeping

C.I.T.Y. Connections

Pittsburgh Public Schools

Creating Individualized Transitions for Youth

Susan Wetzel Transition Coordinator

(412) 224-4656 swetzel1@pghboe.net

Gayle Bair Instruction Coordinator

(412) 224-4656 gvarre1@pghboe.net

PHILOSOPHICAL BASIS: CITY Connections is based on Valued Life Outcomes

  Having a safe and stable home in which to live now and the future

  Having access to a variety of places and engaging in meaningful activities

  Having a social network of personally meaningful relationships

  Having a level of personal choice and control that matches one’s age

  Being safe and healthy Meyer, et al, 1991, Schalock, 1990,

Giangreco, Cloninger, Mueller, Yuan and Ashworth, 1991

CITY Connections is Defined & Organized by Transition Outcomes

  Post Secondary Education & Training   Employment   Community Living

  Residential   Daily Living   Domestic   Community Access/Consumerism

  Participation   Volunteerism   Citizenship   Sexuality

  Recreation and Leisure

Embedded Skills

  Self-Determination   Social Skills   Communication   Community Travel   Health and Safety

Long Range Outcomes

  Students and families will be connected to the agencies and resources needed for adult life

  Students and families will reach valued life outcomes because of:   Connections made   Educational experiences

What is C.I.T.Y. Connections?   Continued “day” programming for

students aged 18-21 years old with moderate to severe disabilities

  Educational programming based in age appropriate settings, outside a traditional high school campus

  Individualized education supporting movement to community participation in the adult world

Current Sites Four apartment sites   CITY Connections West 1 (opened 2002)   CITY Connections West 2 (opened 2004)   CITY Connections East (opened 2003)

  CITY Connections North (opened 2007) One college site   CITY Connections CCAC (opened 2005)

ACHIEVA / CITY Partnership

  Adds an evening/overnight component to our programming

  Ludwig Family Educational Enrichment Program

  1 overnight site, Brighton Heights   Two students at a time, for a two week period   Staffed overnight by “awake” staff who are

trained personnel from ACHIEVA   No cost to the students

Community Partners Life’sWork, Goodwill, UPMC, Easter Seals and Others

• Provide a variety of services:   Vocational evaluation   Facility based training   Job development and job coaching

through Federal grants and private funds

  Community based assessments   Supported employment

Travel Instruction   Critical to the success of the CITY Connections   Requires extensive coordination and communication so students can travel from home to CITY Connections, to

all community sites and back home from a variety of locations

Typical Day at CITY Connections Apartment Sites

  Students at the East, North and West apartment sites follow daily schedules which reflect opportunities in employment, daily living instruction, community access and recreation and leisure activities.

Typical Day at CITY Connections College Site

  Use of campus for lunch, activitities & gym   Current or dual enrollment for class credit   Functional academics around independent

living   Independent living skills   Participation in CCAC clubs   Career development, community based

assessment   Competitive work

Typical Day at CITY Connections

All Students in CITY Connections…

 Access a wide variety of community locations and recreational opportunities available in the Pittsburgh area.

  Work in a variety of settings designed and supported by our community partner, Life’sWork or other agencies.

  Volunteer at a variety of community settings including the Pittsburgh Community Food Bank, a variety of nursing homes and community groups.

In the end our students will be prepared to…

Live, Work, Connect, & Contribute in the Community

For more information on Secondary Transition programs and initiatives in the Pittsburgh Public School District please contact:

Crystal Evans Transition Facilitator

Pittsburgh Public Schools 2140 Saw Mill Run Blvd Pittsburgh, PA 15210

(412) 323-3970 cevans1@pghboe.net

www.pghboe.net

  QUESTIONS???