Transition Course of Study and other updates L

Transition, Course of Study and other updates L. Cope November, 2009

Today Lots to Cover I. Effective Transition Planning aligned with Indicator 13 Standards II. Future Ready Core Course of Study III. Future Ready Occupational Course of Study IV. Questions ? ? ? ?

Question • If we are to prepare students to successfully transition to the responsibilities of adult life, how can we accomplish this without knowing where the student is going? • Transition planning must guide the development of the IEP.

IDEA 2004 Definition of Transition Services A coordinated set of activities for a student with a disability that 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. In other words: Transition services should focus on academic and functional achievement to facilitate movement from school to post-school life.

Coordinated Set of Activities Based on the individual student’s NEEDS Taking into account the student’s STRENGTHS, PREFERENCES and INTERESTS and include: Instruction Related Services Community Experiences Development of Employment and other Adult living objectives When appropriate, Acquisition of Daily Living Skills and Functional Vocational Evaluation Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team and updated annually thereafter.

Indicator 13 • Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including course of study, that will reasonable enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition service needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U. S. C. 1416(a)(3)(B))

Age-Appropriate Transition Assessment (Section A) Indicator 13 Question: Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessments? (is the use of transition assessment(s) for the postsecondary goal(s) mentioned in the IEP or evident in the student file?

Transition Assessment What is it? “…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP”( The Division of Career Development and Transition of the Council for Exceptional Children. )

Transition Assessment Questions To guide discussion and development of transition plan Where is the individual presently? Where is the individual going? How do we get the individual there? (Colorado DPI, 2005)

Transition Assessment Purpose: • • Identify interests, preferences and needs Develop post-school options Develop activities for the Transition Component Identify supports needed Promote self-determination Student directed planning Develop self awareness Can be an Informal Assessment or a Formal Assessment

Informal Assessments Interest and Skill Inventories • Dream Sheets • Parent questionnaires • Student questionnaires • Career Interest Inventories • Web-based Interest Inventories Observations Classroom observations Attendance Discipline record Transcript School-based enterprises Job site community observation Situational Assessments • Comparison of job requirements to student skills • OCS Job Sites • Community assessment through VR Interviews • Ask the student and/or parents/service providers (with consent) questions related to transition • Student interviews employers about job specifics Date and Keep All Documentation

Formal Assessments (Norm Referenced Standardized Instrument) Psychological Report Vocational Evaluations (VR) Achievement Tests (PSAT/SAT) Aptitude Tests (ASVAB) Intelligence Tests Personality Tests Reference these in the PLOP. Maintain copies in the Confidential File.

Transition Assessment Best Practices • Include a copy of the assessment, interview etc. in the confidential folder. • Date assessments • Complete different assessment(s) each year • Remember that it is an ongoing process

Course of Study Indicator 13 Question Do the transition services include courses of study that align with the student’s postsecondary goal(s)? it it S YE es do OR NO oe D t no s

Course of Study (Section B) The Student if following a Course of Study that leads to a NC DIPLOMA: OR • • • OR Future Ready (Freshmen Fall 2009) College University College Tech Prep Career Occupational The student is following the extensions of the Standard Course of Study leading to a CERTIFICATE (Extend I) The student is in MIDDLE SCHOOL and is: • • Following the Standard Course of Study (reg test admin or extend II) OR Following the Extensions of the SCOS (Extend 1)

Postsecondary Goals Indicator 13 Question: Is there an appropriate measurable postsecondary goal or goals in the areas of: Education/Training Employment Independent Living (if appropriate) • Can they be counted? • Will the goal(s) occur after the student graduates from school • Based on information available about this student, does (do) the postsecondary goals seem appropriate for this student? • Were the postsecondary goals addressed/updated in conjunction with the development of the current IEP?

Postsecondary Goals (Section C) • Measurable = Countable • Identifies an outcome, not a process • One goal for each adult outcome area: Ed t uca ng aini Tr ion/ Employment Independent Living (if applicable)

Postsecondary Goal Questions To guide discussion and development of transition plan • Where will student work or engage in productive activities after graduation? • Where and how will student continue to learn and/or develop skills after graduation? • Where will student live and how will he or she access adult services, participate in the community, and have fun after graduation? • Points to remember: Think of the whole person when developing the transition plan. It is not your responsibility to carry out every activity; it is, however, your responsibility to get the discussion going.

Examples/Non-Examples of Postsecondary Goals For a student with a mild disability Non-Examples Education/Training Jamarreo wants to become an entrepreneur. Upon graduation from high school, Jamarreo will attend CPCC and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate Employment: Upon graduation from CPCC, Jamarreo will obtain a small business license and contract out his services as a welder in his Uncle’s Shop. Jamarreo will apply to the industry certificate program at CPCC while in high school. Non examples because: a. ) learning about welding is not measurable b. ) the expectation for learning is not explicitly stated c. ) not stated that goal will occur after high school.

Examples/Non Examples of Postsecondary Goals for a student with Moderate Disabilities Education/Training: After high school, Lissette will participate on independent living skills at Mitchell College in the Compensatory Education Program. Employment: Upon graduation from high school, Lissette will work as a dietary aid with the support of a Supported Employment Job Coach. Independent Living: Upon completion of high school, Lisette will live semi-independently with a roommate in an assisted living apartment. Education/Training Lissette would like to go to college. ~Can’t measure “would like. ” ~Doesn’t indicate an outcome that will occur after high school Upon Graduation from high school, Lissette will attend UNC-C to become a nurse. ~not reasonable

Examples/Non Examples of Postsecondary Goals for a student with Severe Disabilities Eduation/Training: • Immediately following graduation, Debbie will participate in habilitative and functional skill training through Medicaid Waiver Funded Services Employment: • Upon graduation from high school, Debbie will work with supoport at a community rehabilitative program assembling and packaging items. Upon graduation from high school, Debbie will express preferences related to employment, given picture symbols and using an augmentative communication device. Non-example: “Express preferences” is an activity, not an outcome

Transition Services Indicator 13 Questions: Are there transition services in the IEP that will reasonable enable the student to meet his or her postsecondary goal(s)? Is a type of instruction, related service, community experience, or development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation listed in association with meeting the postsecondary goals?

Transition Services (Section D) (By age 16 and updated annually) Should focus on academic and functional achievement to facilitate movement from school to post school. Include services in the areas of Instruction, Related Services, Community Experiences, Employment, Adult Living Skills and when appropriate, Daily Living Skills and Functional Vocational Evaluation Questions to ask: What experiences must the student participate in this academic year that are necessary for achieving the identified post-secondary goals? What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their postsecondary goals? _____ Keep in mind that many activities require advanced planning and preparation. These activities should be discussed and acted on as soon as possible IE: Obtain a drivers license, take SAT, etc.

Agency Coordination • Indicator 13 Questions: If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? For the current year, is there evidence in the IEP that representatives of any of the following agencies were invited to participate in the IEP development including, but not limited to: Postsecondary education, vocational education, integrated employment (including supported employment, ) continuing and adult education, adult services, independent living or community participation for this postsecondary goal? Was consent obtained from the parent (or student, for a student the age of majority? )

Evidence of Agency Coordination Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? • Is there evidence that parent (or student if age 18) gave PRIOR consent to invite agency representative to meeting? • Is there evidence that the agency representative was invited to the meeting?

Part II Future Ready Core

Graduation Exit Standards Today’s Focus: Review Exit Standards New Math Requirements Exit Standards and Students with Disabilities For All Students entering 9 th grade in 2009 -10 EXCEPT those following the OCS Pathway Rationale: Every public high school student will graduate from high school globally competitive for work and post secondary education, prepared for life in the 21 st Century

Graduation Exit Standards • • • 4 English 4 Math 3 Science 3 Social Studies 1 Health/Phys Ed 21 Total Credits Local Requirement 28 Credits • 6 Elective Credits • 2 credits from CTE, Arts or Second Language • 4 Credit Concentration (recommended)

New Math Requirements Future Ready Core Math II Algebra I Geometry Or Or Integrated Math III Algebra II Or Integrated Math III Math IV AP Calc or Pre Calc or Discrete math or AP Stats or CC Math

Integrated Math • Integrated Math: Concepts of algebra and geometry taught together in an “application” method. Integrated Math is NOT Tech Math. • Tech Math will no longer meet requirements for graduation

Math Sequence for UNC Eligibility Algebra I Geometry Algebra II 4 th Math OR Integrated Math I IM II Eligible for UNC And/or Community College IM III 4 th Math Note: 4 th math should be aligned with the student’s after-high-school plans

What if? ? ? There will be “rare” instances that a student (EC or not) will need math substitutions to be successful. In this case: Request is made Committee Convenes Data Reviewed Committee Recommends Principal Decision In the rare instance a principal exempts a student from the Future-Ready Core math sequence, the student will be required to pass either: Alg. 1 and Geometry OR Alg. I and Alg. II OR Integrated Math I and II Plus 2 application base mathematics courses. See Handout

Algebra Exemption • The Legislation is still in effect. • Students must have an IEP that addresses LD in math. • Student must still take 4 math classes Implications for students with disabilities: The UNC requirement will not be met, if a student with a learning disability exempts out from algebra

Part III Occupational Course of Study What is the Occupational Course of Study? The OCS is one of the courses of study that lead to a NC Diploma. • It is intended to meet the needs of a small group of students with cognitive disabilities that require a greatly modified curriculum • It includes Coursework, School and Community Based Training hours and Competitive Employment • The required coursework and work experiences focus on the acquisition of functional academics, work readiness, and independent living skills. • Is appropriate for a student with an IEP with a post high school outcome of obtaining an independent job in the regular, competitive workforce with regular wages. Not for those pursuing a post secondary education degree and not for those sheltered workshops with subminimum wages.

What the Occupational Course of Study is NOT • It is NOT an appropriate curriculum for all students who cannot otherwise obtain a diploma through another course of study. • It is NOT a course of study designed to remove certain students from accountability standards • The OCS curriculum does not meet the entrance requirements for a college or university. • Procedure to provide guidance for OCS recommendations are in process

Changes…. • Starting in the Fall of 2010 OCS will be called FUTURE READY OCCUPATIONAL COURSE OF STUDY. • Curriculum has been revised to align with the Standard Course of Study • Changes will affect already enrolled OCS students and future OCS students. • Curriculum has increased rigor and to better prepare students to be globally competitive in the 21 st Century.

Changes • CURRENT • Does not meet NCLB standards for accountability • Requires EOC testing after completion of two science courses rather than one • Limited alignment with SCOS at the high school level • Large number of standards • Focused on functional rather than academic skills • NEW • Compliance with NCLB • Biology course that may be assessed by EOC test • Financial Management class • Algebra added to math sequence • Limited number of Essential Standards • Close alignment with SCOS (Algebra I, English, and Biology) • More rigorous and focused on applied academics

Changes… http: //www. ncpublicschools. org/acre/standards/ English Math 9 th Grade OCS English I 9 th Grade OCS Intro to Math Aligned with the SCOS. Includes intro to GENRES Includes algebraic and geometric concepts much like remedial math/algebra connections 10 th Grade OCS English II 10 th Grade Algebra I (HS Math A) EXACTLY the same goals and objectives as the SCOS. EXACTLY the same as the SCOS Modified EOC 11 th Grade OCS English III 11 th Grade Financial Management Substantially different than SCOS Similar to what we now have Recommended to be taught last. This is typical of what we have based on National Standards of Financial Literacy 12 th Grade OCS English IV Substantially different than the SCOS Similar to what we have now

Changes… Science 9 th Grade Applied Science Social Studies 9 th Grade OCS US History Aligned with the SCOS 10 th Grade OCS Biology 10 th Grade OCS Civics/ Self-Determination Exactly the same goals and objectives as the SCOS Aligned with the SCOS This is the ONLY Science class tested Modified EOC Occupational Preparation Classes are being revised soon

The Occupational Course of Study 2009 -2010 Revision – Four Major Areas English Math Science Social Studies and Occupational Prep Course OCS SS I 9 OCS English I OCS Fundamentals of Algebra 10 OCS English II OCS Algebra I OCS Applied Science OCS SS II Occupational Prep I-IV OCS Biology I Social Studies and Occupational Prep Courses are not currently being revised 11 OCS English III OCS Financial Management KEY 12 Aligned closely to the SCOS OCS English IV Exactly the same as the SCOS (both essential standards and clarifying objectives) Note: EOC –Tests different Substantially different than SCOS

What can we do? • Have Universal Design in all classrooms • Provide accommodations, modifications and supplemental aids during instruction • Monitor progress • Intervene early • Have a 4 year plan and revisit annually • Discuss graduation requirements with students, parents and other stakeholders • Develop a quality transition plan. Share it with adult agencies (with permission) and revisit often. • Make adult agency referrals as appropriate