special education

TRANSITION PROGRAM OISD SPED

CIRCLES

Agenda

• Introduction/ breaking the ice/common ground activity

• School members introduction

• History of Transition

• Facts and Data

• Define Transition Services in Texas

• Introducing CIRCLES/ short video

• CIRCLES Teams

• Guiding Questions

I Introduction

• Form equal sized teams of 3-6 players. Give each team a sheet of paper and a pencil. Tell teams their challenge is to list everything they can think of that all team members have in common.

• Tell teams they have three minutes to create their lists, so they need to work quickly. To add to the excitement, tell the teams when they have 1 minute left, thirty seconds, and so forth.

• When time is up, find out which team has the longest list and ask them to read the similarities they listed. Then ask teams whose similarities have not already been

• How easy was it to discover something in common with another group member?

• • How can similarities draw us closer together? read aloud to read some of theirs.

• Introduction to the Team members

• Define Stakeholders

• Introduce IEP participation measures

History Individuals with Disabilities Education Act

IDEA 1990

• Driven by parents

• Concede that children

• given FAPE

• BUT graduating to

• WHAT??

• Transition mandated

• Linkages to agencies

Is based on the individual student’s needs, taking into account the student’s preferences

and interests; and

3. Includes --

• (i.) Instruction;

• (ii.) Related Services;

• (iii.) Community Experiences;

• (iv.) The development of employment and other post-school adult living objectives; and

• (v.) If appropriate, acquisition of daily living skills and functional vocational evaluation.

Texas Requirements

All Texas Public School Districts Including Charter Schools Students Receiving Special Education Services

By Primary Disability PEIMS Data 2018-2019

Statewide

Primary Disability

OI OHI AI VI DB ID ED LD SI AU DD TBI NCEC

3,593 76,291 7,028 3,884 310 56,886 31,789 163,68

8 107,66

8 71,951 25 1,325 7,553

Transition planning begins no later than age 14

Through the Years at OISD

Middle School

• Career Exploration

• General Knowledge of Careers

• Development of

• Social Skills

• Decision making

• Self determination

• Self-advocacy

• Development of work ethic and responsibilities

• Identify preferences, needs, and interests

• Development of Transition Plan (Age 14)

• Graduation options discussion

Through the Years at OISD

High School

• Career Preparation

• Demonstration of general knowledge of careers

• Implementation of

• Social Skills

• Decision making

• Self determination

• Self-advocacy

• Demonstration of work ethic and responsibilities

• Implementation of Transition Plan

• Graduation Path Determined (end of 8th grade)

OISD Special Education

Vision

OISD Develops responsible citizens by creating equal opportunities for all students through personal relationships that foster innovative leaders prepared to be successful in a global society.

Demographics of SPED students

9% of the students in OISD are SPED.

Elementary School: 3% SPED students including Speech Impairments students who are instructional settings.

Ethnicity: 98% White 1.5% Hispanic 0.5 % other races

Middle School/JR High: 3% of the students are SPED.

Race/Ethnicity: 99% White 1% other races

High School: 3% SPED ED. 98% White and 1% Hispanic and 1% other races.

Students for transition services for the 2019-2020 who turned 14 and older

Total students: 91

After High School planning is very important

• Community College, College, or University

• Competitive Employment

• Supported/Integrated/Customized Employment

DATA to Review

The student transition planning supplement

annual IEP documents

transition goals and objectives

parents’ input

informal and formal vocational assessments

student’s interviews

IEP Meeting

SPED Students Transition Services at OISD

• coordinated set of activities

• promotes movement from school to post-school activities

• outcome-oriented process

• individual student’s needs

• student’s preferences and interests

• Examples of Transition Activities

• Practice self-advocacy skills

• Participate in community service, in-school work

• experiences, or job shadowing

Learn shopping, cooking, housekeeping skills

Welcome to the CIRCLES

Multi-Level Approach to Transition Planning for Students with Disabilities

Community Level Team

School Level Team

IEP Team

Community Level Team

Agencies/Service Providers In Texas/ Southeast Texas:

Texas Workforce

Spindletop Center : A community mental health and intellectual and developmental disabilities center located in Southeast Texas.

Lamar University three branches/Disability centers and services.

• Discuss policy/braid together resources

• Collaborate for service delivery

• Do NOT work directly with students

• Meet 2-4 times/year

APPOINT a Representative to Serve on School Level Team

Community Level Team

School Level Team

Work DIRECTLY with

students/families

Collaborate to provide services to INDIVIDUAL

students

See students from multiple

schools for transition planning

Meet Monthly

AND – pre-plan transition goals for the IEP team

What is a Team?

group of two or more people who work together interdependently in order to address common needs and to pursue common goals. Over time and with much hard work, the group will become a team.

Teamwork occurs when 1) roles are clearly understood, 2) goals are clearly understood; 3) structures and practices are understood and agreed upon; and 4) interdependent relationship.

What is Collaboration?

Collaboration is about delivering results across boundaries. It requires: a) letting go and trusting your partners; b) going beyond your own tribe; and c) recognizing that you can’t control complex systems. (Archer & Cameron, 2009)

OUR TEAMS: comprised of direct service providers (e.g., case managers, counselors)

Junior High: School counselor, diagnostician, administrator, Sped ed director.

High School: School counselor, diagnostician, administrator, CTE teachers, sped ed director.

The SLT members will be trained in what CIRCLES is, and what is expected from them. Let them know the schedule for the SLT meetings for the year (developed with Teacher and District Staff input).

Student Level or IEP Team

School Personnel, Related Services Personnel Specific to Individual Students

• Prepare students to present at the School Level Team meeting

• Bring pre-planning from School-Level Team back to the IEP meeting to

• Write transition goals

Community

Team

IEP Team

School Team

Post School Outcomes

for Students with

Disabilities

Sharing Cake

Collaboration is about sharing resources, problem-solving, and ensuring access to available services.

Why is CIRCLES a good idea?

1. Interagency collaboration is supported by research 2. CIRCLES facilitates and enhances the process of transition

planning 3. CIRCLES supports IDEA 4. CIRCLES provides evidence for Indicator 13 5. CIRCLES assists in overcoming barriers to interagency

collaboration

CIRCLES Supports IDEA

• 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 (300.42(a)(1).

IDEA: School System Accountability For Agency Follow-through

• If a participating agency fails to provide agreed-upon transition services described in the IEP of a student with a disability, the public agency must reconvene the IEP team to identify alternative strategies to meet the transition objectives for the child set out in the IEP (300.324(c)(1).

• If the transition component indicates that an adult service provider is going to provide a service and the agency fails to follow-through – it is the responsibility of the IEP team to reconvene and determine a strategy for obtaining an alternative strategy. - CIRCLES makes people feel more accountable.

It is important to have adult service input PRIOR to making them the “responsible person” on the transition component for a s ervice or activity – A School Level Team provides this opportunity.

Guiding Questions

Where does the student want to go?

• The desired post-school outcomes of the student are stated, including

• Post secondary education/training

• Employment

• Community living

• Residential

• Participation

• Recreation/leisure

What will the student learn and be able to do?

Within this multi-year plan, the IEP team must decide what specific transition activities in which the student will participate each year to achieve

each year to achieve the post-school outcomes.

• Team

• Problem Solving

• Shared Decision Making

• Student/Family/School/Community

• Families as Equal Partners • Recognizing the Critical Role of Families in All Transition Activities.

Thank You for Being a Part of My CIRCLES

References

Archer. D., and Cameron, C. (2014). Collaborative Leadership: Building Relationships, Handling Conflict and Sharing Control (2nd ed.). Human Resource Management

International Digest, 22

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).

Povenmire-Kirk, T. Diegelmann, K.M., Test, D.W., Aspel, N., and Everson, J.M. (2015). CIRCLES: An Implementation Guide. Retrieved from

https://circles.uncc.edu/

Texas Education Agency (2018). Special Education Reports. Retrieved from

https://rptsvr1.tea.texas.gov/adhocrpt/adser.html