Education: It ’ s Not Just a Degree!

1. Education: It’s Not Just a Degree! A Presentation by East Bay Innovations (EBI) and the Disability Rights Education and Defense Fund )DREDF) May 10th, 2011 Osher Education Center Ed Roberts Campus Berkeley, CA

2. A Vision for the Future • Take a few minutes to envision your hopes and fears about your child transitioning out of school (or for students, for yourself!) • What words describe the outcomes you envision? • So what are the outcomes right now?

3. Current Outcomes:Why are transition services required? KEEPING IT IN PERSPECTIVE: Studies show the “average” young person relies on parental support until age 26! Compared to their peers without disabilities, people with disabilities experience: • Half the graduation rate • Higher dropout rates (21% v. 10%) • Lower college entrance/completion • Lower employment (35% v. 78%) • Higher dependency on public assistance • Higher poverty rate (26% v. 9%) • Lower life satisfaction rate (34% v. 61%) • TRANSITION PLANNING, DONE RIGHT, SUPPORTS ACCESS AND INCLUSION, AND CREATES NEW POSSIBILITIES!

4. The 2004 Congressional Finding: “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by- (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to – (i) meet developmental goals and, to the extent possible, the challenging expectations that have been established for all children; and (ii) be prepared to lead productive and independent lives to the maximum extent possible (20 U.S.C. Sec. 1401 (c)(5) 4

5. Transition Assessment Transition Planning & IEP Interagency & Community Services Family Involvement Student Involvement Inclusion, Access & Accountability Curriculum & Instruction Critical Elements of Transition Transition to Adulthood

6. Transition – What is goal of IDEA? Goal of IDEA is to promote maximum independence in adulthood Goal of transition plan is to promote maximum transition plan in adulthood Transition plan must address child’s interests, aptitudes, plans regarding education, career, housing and community involvement 6

7. The Individuals with Disabilities Education Act has required transition language in the IEP since 1990 with the following: • An expectation of coordinated services • Transition planning based on the student's interest and preferences • Including instruction, related services, community experiences, development of employment, or other post-school adult living objectives, and when appropriate, acquisition of daily living skills and a functional evaluation • Transition services • Transferring rights at the age of majority

8. The Individuals with Disabilities Education Actof 2004 requires: Transition language in the IEP at age 16 AT THE LATEST! Services can begin as early as IEP team determines necessary. • Measurable postsecondary goals • Based on age-appropriate assessments related to: training, education, employment, and, where appropriate, independent living skills • Providing a Summary of Performance upon school exit

9. What are Postsecondary Goals? The IDEA ‘04 requires: appropriate, measurable postsecondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills Postsecondary goals are what the student plans to do upon school exit

10. What are Postsecondary Goals? The IDEA indicates the need for: … measurable post-secondary goals … related to training, education, employment, and, where appropriate, independent living skills What is the difference between training and education?

11. What are Postsecondary Goals? • Training = a program leading to high school completion or certificate like adult education or a short-term training program like a vocational program. • Education = community or technical colleges (generally two-year programs) or college or university (generally four-year programs)

12. Let’s talk about Education: • Who gets to go to college? • What is done to prepare students for college? • What are the outcomes of college? • Who can provide support for college?

13. What is Needed? • Learning doesn’t have to end when special education does • All students with disabilities should be encouraged to seek out and access adult learning opportunities • PSE can change not only employment outcomes, but self image and social value • Lifelong learning requires two things: • The expectation that it should happen • The instruction needed to access it

14. Why a Need for Higher Education if NON Degree program? : • Experience-what does it feel like to learn with other adults outside of high school? • Process-how do you access learning as an adult? • Content-I am interested in art history, computers, theater and want to know more? • Open the door for later down the road

15. Take Aways • Information learned in the class • The understanding that learning can be a chosen experience • The knowledge that adult learning opportunities exist in their community • How to seek help to access future adult learning options to meet a desire or need.

16. “Without goals, a transition plan becomes a transition to nowhere.” • IEP inadequate where not based on transition evaluation, contains inadequate transition services, lacks goals. • ITP is a FLEXIBLE roadmap to a destination that matters! • Goals need to include EDUCATION—we are all lifelong learners.

17. Goals come out of ASSESSMENT—Where is the student NOW? • What is age-appropriate? Age-appropriate means chronological rather than development age • What is the purpose of transition assessments? To provide the team with meaningful information to make appropriate decisions. Insufficient information is a major obstacle to collaboration and planning!

18. What are Annual IEP Goals that Support Postsecondary Goals? • Does the student know what her post-school goals are for education or training? • Can the student explain her disability and support/accommodation needs? • Does student enjoy classroom learning? Or is he more hands on? • Does the student know that college is an option? • What are the current options as far as college?

19. What is a Summary of Performance? The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post-school settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process. It is NOT an assessment in itself!

20. What is a Summary of Performance? Part 1: Background information Part 2: Student’s postsecondary goals Part 3: Academic and functional performance Describes accommodations/modifications Part 4: Recommendations to assist goals Part 5: Student input (recommended) • Note: This is NOT an assessment. However, in most cases, to access DSP services in college, recent (No more than 3 years) assessment is required.

21. Families provide critical relevant information! Participate in the process—listen, question, collaborate and challenge on high stakes issues Negotiate in good will—follow through on your end, ask what you can do to support teachers, staff. Remind team of who this youth IS and what he CAN do. What am I most worried about? Is there something I can recommend? If your child cannot participate in meeting, speak to their dreams and interests—bring them in in any way possible. Bring in concrete examples of strengths and challenges to help team understand. Know when to step back! What Can Parents Do to Help?

22. Supporting Self Determination and Advocacy What can you do to encourage self determination and advocacy? Help youth make doctor appointments Provide incremental independence opportunities Ensure youth understands his/her disability, and can explain it to others Make sure student understands LEGAL rights and responsibilities Encourage youth to USE accommodations. Practice! Visit DSP offices while student is still a minor—but let them lead. Down the road, colleges want direct contact with students, and will not share information without student permission (and prefer NOT to in most cases). Audit a college lecture, and prep student for expectations for behavior/engagement. Consider when and whether to step in, and use person centered approaches to planning What Can Parents Do to Help?

23. THERE ARE NO IEP’S IN COLLEGE! • Once a student receives a regular diploma or turns age 22, the school district has no responsibility. • Look to Regional Center, Department of Rehabilitation and DSP for services and supports.

24. If student is eligible for support from other agencies, address: Steps for applying and determining eligibility Assistance with securing enrollment Plan for effective use Examples: Center for Independent Living, Department of Rehabilitation, Center for Assistive Technology, Social Security Admin, Adult Assisted Living Program… 24

25. The Higher Education Opportunity Act Amendments 2008 • Eligible for Pell Grants, Supplemental Educational Opportunity Grants, and federal Work-Study Program • Development of inclusive model comprehensive transition and postsecondary education programs • Coordinating Center for the new model programs and to provide training and technical assistance for colleges, students with disabilities, and their families

26. Burden on student/applicant to document disability In testing and education context, student must affirmatively request and document need for accommodation Same in employment context, but applicant must balance risks of disclosure in employment context with benefits 26

27. Additional factors in determining eligibility for accommodation: Must be otherwise qualified Provides right to accommodations, but not remedial services Accommodations cannot be unduly burdensome or fundamentally alter nature of program 27

28. Criteria for Eligibility for Accommodations Must have up-to-date evaluation (generally not more than 3 years old—senior year is ideal) IEP or 504 plan insufficient—need ASSESSMENT REPORTS Special education/Section 504 eligibility helps – not legally essential, but functionally essential Evaluation must be by qualified professional Must show impairment in comparison to average population Must link need for accommodation to impairment 28

29. FINAL REMARKS • Transition Planning should start early • Plan must be Person/Strengths Centered • Plan must link activities, classes and learning at school to post secondary goals—education is more than a formal degree • Parents are critical partners in the process • Students should be increasingly in the driver’s seat from 16 on. • Interagency collaboration is key • Plan for dreams but offer reality checks—we all learn to live within our own limits.