DOCUMENT RESUME ED 350 769 EC 301 576 AUTHOR West, Lynda L.; And Others TITLE Integrating Transition Planning into the IEP Process. INSTITUTION Council for Exceptional Children, Reston, VA. Div. on Career Development. REPORT NO ISBN-0-86586-222-2 PUB DATE 92 NOTE 84p. AVAILABLE FROM Council for Exceptional Children, Publication Sales, 1920 Association Dr., Reston, VA 22091-1589 (Stock No. P386; $15.70, $11 members). PUB TYPE Non-Classroom Use (055) Guides EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Advocacy; Curriculum; *Disabilities; Educational Legislation; *Educational Planning; *Education Work Relationship; Federal Legislation; High Schools; *Individualized Education Programs; *Integrated Activities; Needs Assessment; Program Development; Program Evaluation; Pupil Personnel Services; Student Evaluation; Student Needs; Student Personnel Services; Student Responsibility; Student Rights; *Transitional Programs Self Advocacy IDENTIFIERS ABSTRACT The purpose of this guide is to assist those involved in the transition planning process to help students with disabilities achieve a smooth transition from school to adult life. The guide addresses topics that deal with the preparation of students with disabilities as they leave high school. The guide's eight chapters (1) defining transition and transition planning and deal with: outlining relevant legislation; (2) transition and self-advocacy, and the student's rights and responsibilities at the Individualized Education Program (IEP) meeting; (3) identification of needs and student assessment, including methods of collecting data, how to use (4) individual planning for assessment data, and types of assessment; transition, focusing on targeted outcomes and roles and responsibilities of IEP team members; (5) curriculum for successful transition, which includes functional curriculum, daily living skills, social skills, occupational skills, and other topics; (6) support services in secondary and postsecondary settings; (7) transition planning and interagency cooperation; and (8) program evaluation and follow-up, which emphasizes the need for student follow-up as a necessary part of transition. An appendix provides three sample IEPs. (Contains 28 references.) (JDD) ************** ****************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** if.r, US. 4EPARTMENT Of E04.r...ATION Once of Educational Research and Improvement 4 EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) treThis document has been reproduced as received (torn the person or organization Originating it. O Minor changes have been made to improve reproduCtion Quality Pointe, of view or opinions stated in t hie docu merit do not necessanty represent official OERI position or policy C 4.1 4 .** t :64 ..: "PERMISSION TO REPRODUCE THIS g HAS BEEN GRANTED BY Jeptha Greer _ -*'' ;4 .4 ;44, 4.1 TO THE EDUCATIONAL RESOURCES . . INFORMATION CENTER (ERIC). ---?(' r. .;r*- . - s 5. . HAIM- : -,. _COPY ". .4. of; 4 t. .! "Y' F , ;;' "'",?-1.7. f!.. i" Al "I' 1." ; ' v." :Al% "..t .4 f7;1. ors. :z . Published by The Council for Developed by Division Robert J. Miller ^." Lynda L. West Exceptional Children on Career Development' Mickey Stephanie Corbey Sarkees-Wircenski A Division of The Council for Arden Boyer-Stephens . Exceptional Children Bonnie Jones Library of Congress Cataloging-in-Publication Data Integrating transition planning into the IEP process / Lynda L. West developed by Division on Career Development, a [et al.] . . . : Division of the Council for Exceptional Children. cm. p. Includes bibliographical references ISBN 0-86586-222-2 1. Handicapped youthEducationUnited StatesPlanning. 2. Handicapped youthVocational educationUnited StatesPlanning. 3. Handicapped youthEmploymentUnited StatesPlanning. 4. Career educationUnited StatesPlanning. 5. Vocational I. West, guidance for the handicappedUnited StatesPlanning. II. Council for Exceptional Children. Division on Career Lynda A. Development. LC4031.1573 1992 371.9 l'0973dc20 92-23152 CIP ISBN 0-86586-222-2 Copyright 1992 by The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091-1589. Stock No. P386 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of the copyright owner. Printed In the United States of America 10 9 8 7 6 5 4 3 2 1 About the Authors Lynda L. West is Professor of Special Education, The George Washington University, Washington, DC. Stephanie Corbey is Transition Specialist, Min- nesota Department of Education, Interagency Office on Transition Services, St. Paul, Minnesota. Arden Boyer-Stephens is Director of Missouri LINC, University of Missouri-Columbia. Bonnie Jones is Doctoral Candidate, Teachers College, Columbia University, New York. Robert J. Miller is Assistant Professor of Special Education, Mankato State University, Mankato, Min- nesota. Mickey Sarkees-Wircenski is Professor, University of North Texas, Denton. 5 Contents 1. Integrating Transition Planning into the IEP 1 What Is Transition? What Is Transition Planning? Who Should Be Involved in Transition Planning? Why Is Related Legislation Important to Transition? What Is The Carl D. Perkins Vocational and Applied Technology Act? What Is The Americans with Disabilities Act? 2. 'Transition and Self-Advocacy 7 What Is Self-Advocacy? How Can We Improve Self-Advocacy? Why Is Self-Advocacy Part of Transition? What Are a Student's Rights and Responsibilities at the IEP Meeting? 3. Identification of Needs and Assessment 11 What Is Assessment? Who Conducts Assessment? What Types of Information Are Collected? What Are the Methods of Collecting Data? How Is Assessment Used? Who Collects Assessment Data? What Is Curriculum-Based Assessment? What Is Formal Assessment? 4. Individual Planning for Transition 17 What Are Targeted Adult Outcomes? What Are the Roles and Responsibilities of IEP Team Members in Planning? 6 vi 5. Curriculum for Successful Transition 23 What Is Functional Curriculum? What Are Daily Living Skills? What Are Personal and Social Skills? What Are Occupational Skills? How Can a Functional Curriculum Be Individualized? What Does It Mean to Teach in Natural Settings? What Is the Relationship Between Transition and Functional Curriculum? When Should a Functional Curriculum Approach Be Used? 6. Support Services 29 Who Provides Support Services in Secondary Settings? Who Provides Support Services in Postsecondary Settings? 7. Transition Planning and Interagency Cooperation 35 What Is a Transition Advisory Committee? What Is the Membership of the Transition Advisory Committee? What Are the Activities of the Transition Advisory Committee? What Are Some Tips for the Transition Advisory Committee? 8. Program Evaluation and Follow-Up 41 What Are the Benefits of Program Evaluation? Why Is Student Follow-Up a Necessary Part of Transition? References 47 Appendix: Sample IEPs 49 Integrating Transition Planning into the IEP The purpose of this guide is to assist educators, parents, and others involved in the transition planning process to help students with disabilities achieve a smooth transition from school to adult life. Transition personnel may include, but are not limited to, special eduzators, regular educators, vocational edu- cators, social service workers, rehabilitation professionals, employers, post- secondary support service providers, residential support providers, medical providers, guidance counselors, mental health providers, and rehabilitation technology providers. With the enactment of the 1990 Individuals with Dis- abilities Education Act (Public Law 101-476), transition planning in the in- dividualized education program (IEP) is required by law. More than 300,000 special education students leave the security of high school behind each year. These individuals need assistance to receive the benefits of postsecondary education, employment, and full participation in social and leisure opportunities offered by their communities. The extent to which youth with disabilities succeed depends on the effectiveness of cooperative planning by schools, community service agencies, private organizations, and families. Cooperative planning addresses concerns about where persons with disabilities will live, work, recreate, and develop friendships. Transition personnel, families, and individuals with disabilities need to focus not only on present educational needs but also on future needs. Thinking about the future will assist IEP planning teams in designing instructional programs that reflect the skills needed for targeted postschool environments in the areas of employment, living, community involvement, postsecondary education, and leisure pursuits. This guide addresses topics that deal with the preparation of students with disabilities as they leave high school. It is the hope of the authors and the members of the Division on Career Development that the guide will help readers better understand, develop, and implement transition planning. References to students or individuals refer to students and individuals with disabilities who receive special education services. 2 WHAT IS TRANSITION? On October 30, 1990, President Bush signed the legislation enacting Public Law 101-476. This legislation gave the Education for All Handicapped Children Act (P.L. 94-142) a new title, the Individuals with Disabilities Education Act (IDEA), and changed the language to use the term disability instead of handicap. One of the most important changes in the law mandates that every eligible student have transition services incorporated into his or her IEP no later than age 16 and, when appropriate, beginning at age 14 or younger. It may be appropriate to include a statement of the interagency responsibilities or linkages in the IEP before the student leaves the school setting. The IDEA defines transition services as follows: A coordinated set of activities for a student, designed within an outcome- oriented process, which promotes movement from school to post-school activities, including: Post-secondary education Vocational training Integrated employment (including supported employment) Continuing and adult education Adult services Independent living Community participation The coordiaated set of activities shall be based upon the individual student's needs, taking into account student preferences and interests and shall include: Instruction Community experiences Development of employment and other post-school adult living objectives When appropriate, daily living skills and functional vocational evaluation In cases where a participating agency other than the educational agency fails to provide agreed-upon services, the educational agency must reconvcne the IEP team to identify alternative strategies to meet the transition objectives. Also of significance for transition planning, rehabilitation counseling and social work services are included in the definition of related services. 3 WHAT IS TRANSITION PLANNING? Transition planning is a partnership involving students with disabilities, their families, school and postschool service personnel, local community repre- sentatives, employers, ond neighbors. Its purposes are to help the student choose a living situation and to ensure that the student graduates with com- munity living skills and can access postsecondary education if that is a desired outcome. Because young people with disabilities have different levels of impair- ments and capabilities, transition planning needs to be flexible to meet a variety of needs. Such planning begins early, with the expectation that students have opportunities and experiences during their school years to prepare them for postschool environments as well as time to redesign strategies along the way. To be effective, transition planning should be an intrinsic component of the student's IEP. Progressive schools provide a curriculum that prepares students for the changes and demands of life after high school. Such innovative programs offer skills instruction in natural (rather than simulated) environments, includ- ing the home; work places; and such community sites as grocery stores, offices, and restaurants. The years of transition from school to adulthood are difficult for everyone, but especially for young people with disabilities. They leave the structured environ- ment of school and go out into the community to face its maze of public and private agencies, which often have long waiting lists for services with different eligibility criteria. The most effective transition planning involves consumers and parents as leaders in mapping the educational experience and the years after graduation. Empowering the family and student to do their own case management, become involved in policy-making bodies, and contribute as equal partners in the IEP process is paramount to successful transition outcomes. Public policy has given students with disabilities and the educators who serve them a clear message regarding transition from school to work. In addition to IDEA, two laws supporting transition are in place: Public Law 101-392, The Carl D. Perkins Vocational and Applied Technology Education Act, and Public Law 100-336, the Americans with Disabilities Act. Each of these laws gives additional strength and direction regarding the design of transition programs and support services. WHO SHOULD BE INVOLVED IN TRANSITION PLANNING? Prior to convening the IEP meeting, careful thought should be given to who is needed to determine transition services and develop a plan to address student needs: Student. Family member. Special education teacher. Vocational education instructor. 1 0