Report on Summer Institute 2006
CEC’s Virginia Division on Career Development and Transition

From VDOE:
The new federal regulations have brought about a new definition of transition, stating that transition is a coordinated set of activities which are:
a) designed within a results-oriented process,
b) focused on improving the academic and functional achievement of the child with a disability,
c) based on the child’s needs, and
d) take into account the child’s strengths, preferences and interests.

Transition activities should include:
a) instruction
b) related services
c) community experiences
d) development of employment and post-secondary adult living goals
e) daily living skills and functional vocational evaluation, if appropriate, and
f) should facilitate the child’s movement from school to post-school activities.

The new federal regulation replaces age 14 language with age 16 language, noting that transition may be initiated at a younger age “if determined appropriate by the IEP team.”
It is important to note that the IEP team does not have to wait until the age of 16. Diploma options/Course of study discussion should begin in 6th grade—certainly no later than 8th grade. Participants were told to let the Virginia DOE know their preferences for transition age while the Virginia regulations are being written.

IDEA requires each division to complete age-appropriate assessments related to training, education, employment, and independent living skills. Each division is also required to develop an IEP which includes appropriate, measurable post-secondary goals based upon the assessments, as well as transition services needed to assist the student in reaching those goals. If the local school division adopts IDEA, then students with 504 plans receive all transition services that special ed. students receive.

The student must be invited to attend the IEP meeting if a purpose of the meeting is to consider postsecondary goals and transition services. If the child does not attend, the division must take other steps to ensure that the child’s preferences and interests are considered.
A new requirement is that the division must invite representatives of any participating agency likely to be responsible for providing or paying for transition services, with parental consent.

Prior to the student graduation with a standard or advanced studies diploma, or exceeding the age of eligibility, the LEA must provide the student with:
a) a summary of the student’s academic achievement and functional performance, and
b) recommendations on how to assist the student in meeting the postsecondary goals.

From Commonwealth Autism Service:
Students with autism show a significant need for counseling in regard to social behaviors. Specific assessment tools to determine their executive function deficits are important, in order to help them overcome these problems.

From VCU:
Mentorship programs within schools allow businesses to learn how to interact with people with disabilities. This is vital, as too many people with disabilities do not have the social skills to function in the business setting. Transition programs that include student job activities help students understand how to participate in the work force after graduation. Jobs should last longer than six months, in order to allow time for the “honeymoon” period to stop, and the student to become fully aware of cause/effect actions in the workplace.

From Training to Achieve Rewarding Careers (TARC) in Rockingham County:
The use of transition portfolios to maximize student success in transitioning was demonstrated by representatives from Rockingham. Augusta City Public Schools’ website lists projects that are helpful in creating and organizing a student portfolio. There they use videos with students with lower cognitive abilities to show student actions and programs to initiate thinking and discussing transition options. Student portfolios there are begun in middle school, integrating regular education activities with those of special education. In middle school, existing resources within the building, such as vocational exploration, are used to emphasize exploration and the power of choice to students. As students create their portfolio, the portfolio becomes an area of discussion during IEP meetings, where all involved parties can view student choices and successes. This helps to define students interests and talents, which become focal points in high school training and transition programs.

In high school, the topics of regular classes – health and driver’s ed. in PE, voting and personal civic responsibility in social studies – build on the middle school foundations to enable a smoother transition from high school to postsecondary life. Conferences between teachers and students help students remain focused on why the particular subject matter is important for life after high school. Students are encouraged to keep a running summary of their achievements within their portfolios, and portfolios are reviewed and updated at least every two years. At the end of the high school career, the Summary of Performance is used as a cover sheet for the portfolio.

From Fairfax County:
A discussion of transition programs being implemented in counties around the state took place, facilitated by T/TAC members. Representatives from various counties showed copies of transitioning IEP’s and Summaries of Performance. Unfortunately, there are no regulations stating who will complete the Summary of Performance. In many counties, the case manager, counselor, or the special ed. coordinator completes it in isolation, with no input from student, teachers, or parents. There are no statewide guidelines for the Summary of Performance.

It is important to note that the Summary of Performance should use student-friendly language, since it is meant to help the student by providing closure, with a visual reminder of his/her goals. Department of Rehabilitative Services addresses and office names, with additional resources available to the student, should be included in the Summary. Student accommodations should also be listed on the Summary, to help with transition to college. Although the Summary of Performance must be completed before graduation, the student transcript is not available until after graduation. The transcript should be attached to the Summary of Performance when it is received.

Hand-outs from the various presentations are available. Please contact me if you would like copies.

Respectfully submitted,

Mary Webster
November 1, 2006