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Modified on 2012/07/24 15:54 by keversole Categorized as Uncategorized
Students With A Bright Future

Students With A Bright Future


The successful transition of all students from school to post-school activities whether to postsecondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living or community participationis the ultimate goal of educators.

But no matter how you look at it, transition means change, and change can be difficult under even the best circumstances. The transition from school to community, though filled with the hopeful promise of new beginnings, presents a unique set of challenges that must be met with careful, systemic, and individualized planning in order to be successful.

This page contains information for teachers, districts, students and parents related to resources designed to facilitate the movement of students with disabilities from school to post-school activities.


Kentucky Administrative Regulations Related to Secondary Transition


Option 1 was developed just after the IDEA was reauthorized in 2004 and has been used by districts since that time.


Option 2 is a recently developed format that is now available. Option 2 outlines a more student-directed approach to the Summary of Performance. The format attached is the teacher’s copy, with annotations on how to complete as well as a blank student copy.

  • Option 3: Of course, your district may also develop its own way of documenting the Summary of Performance as long as the regulatory requirements are met.


State Performance Plan (SPP) Indicators Related to Secondary Transition


Additional Resources for Teachers and Districts


New Resilencey Training being offered through Technical Assistance Partnership for Child and Family Mental Health

Promoting Resilience in Children and Youth Who Experience Childhood Abuse
Facilitators: Stanislaski, P., & Helfgott, K. The Presentation slides and recorded video playback are posted at the above link for public viewing, while live webinars are only open to participation by currently funded system of care communities.

Disability.gov
A redesigned federal Web site that connects the more than 50 million Americans with disabilities to thousands of trusted resources on disability-related issues, programs and services. The site features comprehensive information from 22 federal agencies, as well as educational institutions, non-profit organizations and state and local governments. Topics covered on the site include: benefits; civil rights; community life; education; emergency preparedness; employment; health; housing; technology; and transportation.

Dropout Prevention Practice Guide
This guide from the Institute of Educational Sciences (IES) is intended to be helpful to high school and middle school educators, superintendents, school boards, and state policymakers as they design and carry out dropout prevention strategies.

Droput Prevention Resource Guide
The purpose of this guide is to serve as a comprehensive source of effective dropout prevention strategies for educators, parents, and others interested in helping youth in at risk situations stay in school.

Individual Graduation Plan (IGP)
An electronic copy of the IGP that districts may choose to use to document the Individual Learning Plan (ILP) requirement for students who have exceptionalities that may prohibit them from completing some (or all) components of the web‐enabled ILP. Please note that schools must mark the Alternative ILP Completion option for students every year that the student completes the ILP in the alternative fashion. For more information concerning the Alternative Completion option now available in the Student ILP, please visit the link below titled ILP Alternative Completion Option.

ILP Alternative Completion Option

Special Connections (Kansas University)
Connecting teachers to strategies that help students with special needs successfully access the general education curriculum.

Tool Kit on Teaching and Assessing Students with Disabilities
From the U.S. Department of Education’s Office of Special Education Programs (OSEP), this Tool Kit provides up-to-date guidance on designing and implementing high-quality assessments for students with disabilities. The Tool Kit also includes technical assistance products on Assessment, Instructional Practices, Behavior and Accommodations.

Transition Activities in the Office of Special Education and Rehabilitative Services (OSERS)
This document provides information about OSERS resources and efforts made to assist youth with disabilities to accomplish their goals.


Postsecondary Education, Vocational Training/Employment and Independent Living/Community Pariticipation Resources



The 411 On Disability Disclosure (NCWD/Youth)
The 411 on Disability Disclosure: A Workbook for Youth with Disabilities is designed for youth and adults working with them to learn about disability disclosure. This workbook helps young people make informed decisions about whether or not to disclose their disability and understand how that decision may impact their education, employment, and social lives. Based on the premise that disclosure is a very personal decision, the Workbook helps young people think about and practice disclosing their disability.

The workbook does not tell a young person what to do. Rather, it helps them make informed decisions about disclosing their disability, decisions that will affect their educational, employment, and social lives.


Links for Students and Parents



Technical Assistance




Transition Definition

707 KAR 1:002 Section 1 (62)(a)(b)(c)


Transition services means 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 training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;


  • Is based on the individual student's needs, taking into account the child's strengths, preferences, and interests; and


  • Includes:
    • Instruction
    • Related services
    • Community experiences
    • The development of employment and other post-school adult living objectives; and
    • If appropriate, acquisition of daily living skills and functional vocational evaluation.




Admissions and Release Committee (ARC) Membership


707 KAR 1:320 Section 3 (4)
  • If the purpose of the ARC is to discuss transition services for a child with a disability, the child shall be invited to the ARC.
    • If the child does not attend the ARC meeting, the school district shall take other steps to ensure that the child's preferences and interests are considered.

  • A public agency that is likely to be responsible for providing or paying for transition services shall also be invited to the extent appropriate and with the consent of the parent or emancipated student.
    • If the representative of the other public agency does not attend, the school district shall take other steps to obtain participation of the other agency in the planning of transition services.




Invitation to the ARC Meeting


707 KAR 1:320 Section 4 (3)(4)
  • If the child is in the eighth grade year, or has reached the age of fourteen (14) years, the invitation shall state that a purpose of the meeting will be the development of a statement for the need for transition services for the child and state that the child is invited.


  • For a child with a disability, beginning no later than the IEP that will be in effect when the child turns sixteen (16), the invitation shall state that a purpose of the meeting is the consideration of the postsecondary goals and needed transition services for the child and shall include the identity of any other agency that is invited to send a representative.
    • This subsection shall apply to a child younger than sixteen (16) years of age if determined to be appropriate by the ARC.




The Individual Education Program (IEP)


707 KAR 1:320 Section 5 (14) and Section 7
  • In the child's eighth grade year or when the child has reached the age of fourteen (14) years, and in alignment with the child's Individual Learning Plan (as required by 704 KAR 3:305), or earlier if determined appropriate by the ARC, the IEP for a child with a disability shall include a statement of the transition service needs of the child under the applicable components of the child's IEP that focus on the child's course of study. This statement shall be updated annually.


  • By the child's 16th birthday, the IEP shall include:
    • appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; and
    • the transition services (including course of study) needed to assist the child in reaching those goals.

  • Transition services for children with disabilities may be special education, if provided as specially designed instruction or related services, and if required to assist a child with a disability to benefit from special education.


  • If an agency, other than the school district fails to provide the transition services described in the IEP, the school district shall reconvene the ARC to identify alternative strategies to meet the child's transition objectives set out in the IEP.


  • A participating agency shall not be relieved of the responsibility under federal law to provide or pay for any transition service that the agency would otherwise provide to children with disabilities who meet eligibility criteria of the agency.


  • At least one year prior to the child reaching the age of majority, the IEP shall include a statement that the child has been informed of his rights under 707 KAR Chapter 1 and that the rights will transfer to the child upon reaching the age of majority.



Course of Study


707 KAR 1:002 (19)
  • Course of study means a multiyear description of coursework from the student's current school year to the anticipated exit year designed to achieve the student's desired post school goals.


Summary of Academic Achievement and Functional Performance


707 KAR 1:300 Section 4 (21)


  • For students who graduate or age out of the program, the school district shall provide the child with a summary of the child's academic achievement and functional performance, including recommendations on how to assist the child in meeting the child's postsecondary goals.


State Performance Plan (SPP) Indicators Related to Secondary Transition




The Individuals with Disabilities Act (IDEA), when reauthorized in 2004, required that each state develop a six year State Performance Plan (SPP). This six year plan includes state targets for twenty (20) different Indicators of compliance and outcomes.


Each year, Kentucky’s Division of Exceptional Children Services (DECS) must submit an Annual Performance Report (APR) that tells how the state and districts are progressing (or slipping) relative to the state targets.


The Indicators that most specifically relate to Secondary Transition are:


Indicator 1
Percent of youth with IEPs graduating from high school with a regular diploma


• 2007-2008 State Target: 71.3%


• 2007-2008 Actual Target Data: 67.34%


• 2008-2009 State Target: 75.9%


Indicator 2
Percent of youth with IEPs dropping out of high school


• 2007-2008 State Target: decrease by .4%


• 2007-2008 Actual Target Data: decreased by .76% (from 5.00% to 4.24%)


• 2008-2009 State Target: decrease by .4% (would need to reach 3.84%)


Indicator 13
Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonable enable the student to meet the postsecondary goals


• 2007-2008 State Target: 100%


• 2007-2008 Actual State Target: 86.98%


• 2008-2009 State Target: 100%


Indicator 14
Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.


• 2006-2007 Baseline Data: 80.8%


• 2007-2008 State Target: increase by .5%


• 2007-2008 Actual Target Data: 80.6%


• 2008-2009 State Target: increase by .5%




Kentucky Administrative Regulations (KARs)
KARs governing special education programs, provided by the Kentucky Legislative Research Commission (LRC).


Technical Assistance Centers




Human Development Institute
The Human Development Institute is Kentucky’s University Center for Excellence in Developmental Disabilities Education, Research and Service. We focus our efforts on improving lifelong opportunities and services for individuals with disabilities, their families and the community. HDI’s research, training and service projects, address a wide range of topics and issues in areas such as early childhood, education and alternate assessment, transition across the lifespan, employment, community living, and personnel preparation.


Kentucky Post School Outcome Center (KYPSO)
The KYPSO develops and oversees the administration of the Kentucky Post School Outcome Study, a longitudinal investigation of the post school outcomes of Kentucky youth with educational disabilities during the final year of high school and one year after high school exit. The goal of the KYPSO is to collect data related to student post school plans and outcomes for the purpose of determining best transition practices.


National Center on Secondary Education and Transition (NCSET
The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.


National Dissemination Center for Children with Disabilities: Transition to Adulthood
Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition. Resources for parents, students and professionals.


National Dropout Prevention Center for Students with Disabilities
The NDPC-SD provides technical assistance to assist states in building capacity to design/select and implement effective, evidence-based interventions and programs to address dropout among students with disabilities. Includes resources for local education agencies, parents and students


National Secondary Transition Technical Assistance Center
The NSTTAC assists states in building capacity to support and improve transition planning, services, and outcomes for youth with disabilities.


National Post School Outcome Center
The mission of the NPSO Center is to help state education agencies establish practical and rigorous data collection systems that will measure and profile the post-school experiences of youth with disabilities.




Postsecondary Education Resources




ACCESS to Postsecondary Education
This handbook is designed for the student and his/her team to use as they plan for postsecondary education and/or training. The handbook will guide students through the planning process and some of the decision making that is ahead.


GEAR UP Kentucky
GEAR UP Kentucky is a program that focuses on improving the skills of at-risk students, and encourages them to stay in school, study hard, and take the right courses to go to college.


Heath Resource Center
The HEATH Resource Center of The George Washington University, Graduate School of Education and Human Development, is an online clearinghouse on postsecondary education for individuals with disabilities. The HEATH Resource Center gathers and disseminates information to help people with disabilities reach their full potential through postsecondary education and training.


Higher Education Opportunity Act Reauthorization (HEOA)
From the Council for Exceptional Children (CEC), the above link provides a “Summary of Selected Provisions for Individuals with Exceptionalities and the Professionals who Work on their Behalf”


Kentucky Association on Higher Education and Disability (AHEAD)
The Kentucky Association on Higher Education and Disability is a non-profit professional organization whose purpose is to promote communication among professionals in post-secondary education in order to improve the development and implementation of services to persons with disabilities.


Kentucky Community/Technical College System (KCTCS): Disability Services Coordinators
Students with documented disabilities that require individualized accommodations should do two things: contact the Disability Resource Coordinator at their home college and inform their instructors.


Kentucky Higher Education Assistance Authority (KHEAA)
KHEAA is a public corporation and governmental agency and instrumentality of the Commonwealth established in 1966 to improve students’ access to higher education. KHEAA administers several financial aid programs and disseminates information about higher education opportunities.


Pass GED
The E-Learn, Inc. web site has numerous free articles and information developed to support adult learners preparing for the GED and the networks that serve them. The articles include frequently asked questions, GED eligibility, study skills, test tips, scores and how to get motivated and manage test anxiety. Articles also address GED benefits and resources, where to take tests and why they’re valuable, as well as guides for finding financial aid and support.


PEPNet
PEPNet, a national collaboration of four regional centers, is supported by cooperative agreements with the U.S. Department of Education, Office of Special Education Programs. PEPNet provides resources, information, in-service training, and expertise to enhance educational opportunities for individuals who are deaf or hard of hearing and their families.


Postsecondary Inclusion Project
The Postsecondary Inclusion Partnership, a new pilot project, promotes participation in college/university life for people with intellectual and other developmental disabilities. Through partnering with families, educators and administrators, the PIP supports students to achieve their stated goals, and work to further recognition of their roles as valued citizens. PIP is funded by the Kentucky Council on Developmental Disabilities, and administered by UK’s Human Development Institute.


Think College
Youth with intellectual disabilities have not had many chances to go to college. This is changing as individuals across the country begin to create opportunities for these youth to reap the benefits of postsecondary education. This website will provide information and links to anyone interested in finding out more about the possibilities.


Transition of Students with Disabilities to Postsecondary Education: A Guide for High School Educators
Do you know what is in store for students with disabilities who graduate from your school and head off to postsecondary education? Do you have the information you need to advise them on what to expect in postsecondary education?




Vocational Training and Employment Resources




Carl D. Perkins Vocational Training Center
The mission of the Center is to provide services that enable Kentuckians with disabilities to achieve suitable employment and independence. The Center is a division of the Kentucky Office of Vocational Rehabilitation (OVR).


Community Based Work Transition Program (CBWTP)
The Community Based Work Transition Program is designed to provide a positive beginning in the world of work for students in special education during their last two years of high school. It is a cooperative effort between participating local school districts, the Kentucky Department of Education, the Kentucky Department of Vocational Rehabilitation, the Kentucky Department for the Blind, and HDI.


Division of Career and Technical Education
The mission of Career and Technical Education is to assist schools in providing students with skills necessary for a successful transition to postsecondary education or work and a desire for life-long learning in a global society.


Kentucky Adult Education
The Kentucky Adult Education Act passed by the 2000 General Assembly created a partnership with the Council on Postsecondary Education, increased funding and set the stage for dramatic improvements in the educational status of adult Kentuckians who lack a high school diploma, function at low levels of literacy or want to learn English.


Kentucky Business Leadership Network (KYBLN)
The purpose of the Kentucky Business Leadership Network, which is affiliated with the U. S. Business Leadership Network, is to promote enduring partnerships between business and industry and agencies that provide vocational support services for Kentuckians with disabilities. This initiative is sponsored by the Kentucky Department of Vocational Rehabilitation, the Division of Mental Retardation, and HDI.


Kentucky Office for the Blind
The Kentucky Office for the Blind is a state government rehabilitation agency. Its mission is to provide opportunities for employment and independence to individuals with visual disabilities. We offer services to assist their effort to become more independent and productive in the workplace, community, school, and home.


National Collaborative on Workforce and Disability (NCWD/Youth)
NCWD/Youth works to ensure that transition age youth are provided full access to high quality services in integrated settings to gain education, employment and independent living.


Office of Career and Technical Education
The mission of the OCTE is to develop a versatile individual by providing technical education and skills training in a safe environment. OCTE’s goals include providing technical skills training to secondary students that leads to successful post high school transition, and enhancing career exploration options for secondary students.


Office of Vocational Rehabilitation (OVR)
The Kentucky Office of Vocational Rehabilitation assists Kentuckians with disabilities to achieve suitable employment and independence.


Supported Employment Training Project (HDI-UK)
Supported employment is designed to promote personalized employment opportunities for people with disabilities when they need support to: discover personal interests and contributions, find or negotiate a job that fits things they like to do and do well, become established as valued employees; and pursue job advancements.


Independent Living/Community Participation Resources




Arc of Kentucky
The Arc of Kentucky holds a Vision of a positive future for individuals with intellectual and developmental disabilities , a future of communities with services and supports that will promote lives of value for Kentuckians with intellectual and developmental disabilities.


Department of Aging and Independent Living
In partnership with Kentucky's 15 Area Agencies on Aging and Independent Living, Community Mental Health Centers, Center for Independent Living and other community partners, DAIL addresses issues and circumstances that stand in the way of elders and people with disabilities achieving the best possible quality of life.


Michelle P Waiver (MPW) Program
The Michelle P Waiver is a home- and community- based waiver under the Kentucky Medicaid program developed as an alternative to institutional care for individuals with mental retardation or developmental disabilities. MPW allows individuals to remain in their homes with services and supports.


Supports for Community Living
The Supports for Community Living (SCL) Waiver Branch of the Division of Mental Retardation (DMR) provides staff support for and oversight of the Supports for Community Living waiver program. The focus of SCL is to allow a person to remain in or return to the community. Persons with mental retardation or other developmental disabilities who meet the requirements for residence in an Intermediate Care Facility for persons with Mental Retardation (ICF/MR), and who meet other Medicaid requirements, are eligible for this program.




For Students




Going to College
Learn how to use your strengths, learning style and interests to set goals for college. Learn what to expect in college and what professors will expect from you. Learn tips for good grades, accommodations and using technology. Learn what you can do now to prepare for and apply to college.


Individual Learning Plan (ILP) Login
The new web-enabled Individual Learning Plan (ILP) helps secondary students (grades 6-12) better focus their coursework on individual goals as they prepare for postsecondary studies and careers.


Kentucky Virutal High School - Kentucky Virtual Schools (KVS)
Students from schools throughout Kentucky are taking engaging, rigorous high school courses online through the Kentucky Virtual High School (KVHS), a program of the Kentucky Department of Education. In choosing KVHS, schools are able to provide students with equal access to expanded learning options, flexible scheduling, and an engaging learning environment that differs from the traditional classroom setting.


Kids as Self-Advocates (KASA)
Kids as Self Advocates (KASA) is a national, grassroots project created by youth with disabilities for youth. KASA believes young people with disabilities will have control over their own lives and futures. We help this happen by teaching youth about their rights, giving peer support and training, and changing the systems that affect our lives to include us.


KnowHowToGOKy
KnowHow2GOKy is a multiyear, multimedia effort designed to encourage more Kentuckians to plan, enroll and succeed in college. This site primarily targets middle and high school students, and their parents, with motivational content to encourage them to get ready for college.


Mapping Your Future
Mapping Your Future is your free resource for career, college, financial aid, and money management information. Our goal is to help individuals achieve life-long success by empowering students, families, and schools with free, web-based information and services.


Taking Control of Your Finances (KHEAA)
From the Kentucky Higher Education Assistance Authority, Taking Control of Your Finances is a series of streaming video sessions designed to enhance your money management skills. Each streaming video session runs between 15 and 20 minutes. The sessions are easy to understand and feature audio, video, slides and worksheets. You can even complete quizzes at the end of each video to see how well you know the information.


The 411 on Disabilitiy Disclosure
The 411 on Disability Disclosure: A Workbook for Youth with Disabilities is designed for youth and adults working with them to learn about disability disclosure. This workbook helps young people make informed decisions about whether or not to disclose their disability and understand how that decision may impact their education, employment, and social lives. Based on the premise that disclosure is a very personal decision, the Workbook helps young people think about and practice disclosing their disability.


The workbook does not tell a young person what to do. Rather, it helps them make informed decisions about disclosing their disability, decisions that will affect their educational, employment, and social lives.


Transition of Students with Disabilities to Postsecondary Education
For students with disabilities, a big factor in their successful transition from high school to postsecondary education is accurate knowledge about their civil rights. The purpose of this guide is to provide answers to questions students with disabilities may have as they get ready to move to the postsecondary education environment.


Youth Hood
A dynamic, curriculum-based tool that can help young adults plan for life after high school; whether it be college, technical school, community living, etc.




For Parents


Disability.gov
A redesigned federal Web site that connects the more than 50 million Americans with disabilities to thousands of trusted resources on disability-related issues, programs and services. The site features comprehensive information from 22 federal agencies, as well as educational institutions, non-profit organizations and state and local governments. Topics covered on the site include: benefits; civil rights; community life; education; emergency preparedness; employment; health; housing; technology; and transportation.


Dropout Prevention Resource Guide
The purpose of this guide is to serve as a comprehensive source of effective dropout prevention strategies for educators, parents, and others interested in helping youth in at risk situations stay in school.


Kentucky Special Parent Involvement Network (KY-SPIN)
The mission of KY-SPIN, Inc. is to empower and support individuals with disabilities and their families to effectively advocate for and access needed information, resources and support networks in order to enhance the quality of their lives.


KnowHowToGOKy
KnowHow2GOKy is a multiyear, multimedia effort designed to encourage more Kentuckians to plan, enroll and succeed in college. This site primarily targets middle and high school students, and their parents, with motivational content to encourage them to get ready for college.


Parent Advocacy Coalition for Educational Rights (PACER)
The mission of PACER Center (Parent Advocacy Coalition for Educational Rights) is to expand opportunities and enhance the quality of life of children and young adults with disabilities and their families, based on the concept of parents helping parents.


Technical Assistance Alliance for Parents
Parent Centers - Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) - in each state provide training and information to parents of infants, toddlers, children, and youth with disabilities and to professionals who work with them. This assistance helps parents to participate more effectively with professionals in meeting their children’s educational needs. The Parent Centers work to improve outcomes for children ages birth-26 years with all disabilities (emotional, learning, cognitive, and physical).


Additional Resources for Teachers and Districts




2009 Regional Interagency Transition Teams (RITT) Planning Institute - Lexington, KY





Indicators 1, 2 and 13 Webinar - May 27, 2009


This webinar, presented by the Kentucky Department of Education, Division of Exceptional Children Services, was mandatory for districts that did not meet state targets for either Indicator 1 or 2, or were out of comliance with Indicator 13 for SY 2007-2008.


To access the webinar recording and to view the accompanying Power Point, please click here''





Toolkit for Teachers of Students with Moderate to Severe Disabilities




A resource is only as good as it is current! Look for ongoing updates and additional information each time you visit us.