special education
rsfeir
MD2AssignSFEIRRPowerpoint.pptxTRANSITION 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 | 163,688 | 107,668 | 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?
Interagency collaboration is supported by research
CIRCLES facilitates and enhances the process of transition planning
CIRCLES supports IDEA
CIRCLES provides evidence for Indicator 13
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 service 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
Texas Education Agency (2018). Special Education Reports. Retrieved from
https://rptsvr1.tea.texas.gov/adhocrpt/adser.html
