GPAEA Secondary Transition Bulletin

Schools are such exciting places during the month of May! Everyone is looking towards the summer break, finishing out this school year’s work, and maybe even planning for the start of the next school year. We encourage you to take care of yourselves while continuing to provide services and supports to students.

For those of you who will be returning to a school position - see you in August!

Those of you who are changing to something different - we wish you well!

- Kate & Michelle -

Upcoming Trainings and Conferences - see full document here

Check out the Learning Opportunities Document for information about regional IVRS Summer Programming and other opportunities.

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

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Preparing for Graduation

Graduation is an exciting time that is quickly approaching for graduating students! Here is some information to help IEP teams and students prepare for this transition:

IEP teams often have senior exit meetings a few weeks before graduation to share with the student and family the final paperwork and to celebrate. This i3 page has guidance/steps to follow about exiting students, including graduation by district diploma.

When a student exits special education due to high school graduation, the IEP team must complete the Summary for Post-secondary Living, Learning and Working (PSS). The IEP team should ensure the student is involved in the development of the summary document. This is a document that students can take with them to the next setting, to summarize their services and needs, and who to contact after high school. The i3 site includes guidance on this (and other secondary transition topics).

The ISTLC site has in depth info about services that can be provided (during and after school age years) that should be documented in the PSS.

Age of Majority - when students turn 18, their educational rights transfer to them from their parents. They are then in charge of making IEP decisions. There are Parent and Student handouts on the Iowa Department of Education site.

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Preparing for Post Secondary Learning and Working:

Disability Disclosure and Requesting Accommodations

Transitioning from high school to college and/ or work can be a challenging time. This process may be even more challenging for students who have disabilities and who may need accommodations in college or the workplace. Below you’ll find resources that highlight some of the key differences between high school and college/employment. These differences include:

• Legislation – High School Students are protected by the Individuals with Disabilities Education Act (IDEA) of 2004 and Section 504 of the Rehabilitation Act. After graduation, individuals with disabilities are protected by the ADA and Section 504—the Fair Housing Act will also apply to students living on a college campus.

• Model of Accommodation – In high school, documentation is used for eligibility, instruction and intervention. The IDEA is aimed at “success.” The ADA is aimed at “access.” In college or the workplace, documentation is used for eligibility and access to accommodations.

• Documentation – High schools use Individualized Education Plans (IEPs) and 504 plans to document services and supports a student will receive. Colleges and workplaces use a variety of documentation that typically includes medical and educational reports. The Post Secondary Summary (PSS) can be shared with an employer or college Disability Accessibility Services Coordinator to indicate services received in high school and determine accommodations needed in the new setting.

• Responsibility – In high school, once a disability has been identified, the school (as part of the IEP team) is largely responsible for implementing an academic plan (IEP). To receive accommodations at the college level, students need to identify themselves to the Accessibility Office and then take an active role in receiving the academic accommodations for their classes on a semester by semester basis. In the workplace, an employee would need to disclose a disability to an employer to request an accommodation.

Resources

• Guide to IEP vs College Accommodations

• Students with Disabilities: Preparing for Postsecondary Education: Know Your Rights and Responsibilities

• i3 ADA vs. IDEA

• 411 on Disability Disclosure Workbook

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TR 7 Working Resources and Tools

Have you identified students’ needs in Working, but wondering how to help meet those needs? TR7: Resources and Tools for Working can help you (as part of the IEP team) determine which types of supports should be implemented to meet the identified needs of students. A large sampling of instructional resources/tools within each area of Working is listed, including curriculum, toolkits, community providers, and more. This is not an exhaustive list, but can be used as a starting point for IEP teams.

This document is located in the GPAEA SecondaryTransition Kit, which was created for AEA and LEA staff in Great Prairie who support students in the area of Secondary Transition planning.

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Upcoming Trainings and Conferences - see full document here

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

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Learning: Resources & Tools

The GPAEA SecondaryTransition Kit was created for AEA and LEA staff in Great Prairie who support students in the area of Secondary Transition planning.

In previous sessions focusing on transition assessment, we discussed the process of gathering data in living, learning and working. After sufficient transition assessment data are collected, the IEP team should use the information results to determine the types of supports the student will need to be prepared for their Post Secondary Expectations. When a need has been identified, the IEP team should determine how to best address that need through the IEP. The type of supports provided will depend upon the intensity of the need.

This recorded session (link) explores the TR6: Resources and Tools for Learning cover page, which provides supports that may be used to meet the identified needs of students. The document includes the types of support students may need to be prepared for their Post Secondary Expectation, with definitions from Iowa IDEA Information (i3). In addition, an example of each support is given. This is followed by a definition of each area that impacts learning, along with questions for IEP teams to consider as they work to meet the student’s needs. A sampling of instructional resources/tools within each transition area that impacts learning can also be accessed to support student needs. This is not an exhaustive list, but can be used as a starting point for IEP teams.

In addition, there is a sampling of overall guiding resources related to secondary transition. There is also a sample lesson plan using the explicit instruction format and a blank lesson plan document, included for teachers.

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IEP Meeting Checklist for Teachers of Transition-age Students

PACER Center has developed many resources to help transition-age students actively participate in IEP meetings, advocate for themselves with confidence, and grow their decision-making skills on their journey toward self determination. All are free to download, at PACER.org/students/transition-to-life/advocating-for-myself.asp.

The Individualized Education Program (IEP) Meeting Checklist for Teachers of Transition-age Students (link) is a one page document that includes items to complete before, during, and after and IEP meeting. Check out this helpful tool to see how you might use it with the students you work with!

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Build My Future Hands-on Career Immersion Event

Registration closes soon for the 2024 Build My Future event, scheduled for Wednesday, April 17th at the Iowa State Fairgrounds in Des Moines. Registration link

Build My Future is a hands-on career immersion event that highlights careers available for high school students in Iowa. This annual event pulls in over 5,000 students from 110+ schools across the state and is expected to grow even more this year.

With over 20 different career pathways covered, across many industries, and hands-on activities from more than 100 different business exhibitors, there is something for every type of student! View pictures and videos from previous events, review testimonials and learn more at https://iowaskilledtrades.com/. Registration link

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Upcoming Trainings and Conferences - see full document here

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

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Living: Resources & Tools

The GPAEA SecondaryTransition Kit was created for AEA and LEA staff in Great Prairie who support students in the area of Secondary Transition planning.

In previous sessions, we’ve discussed the process of gathering assessment data in living, learning and working. After sufficient transition assessment data are collected, the IEP team should use the information results to determine the types of supports the student will need to be prepared for their Post Secondary Expectations. When a need has been identified, the IEP team should determine how to best address that need through the IEP. The type of supports provided will depend upon the intensity of the need.

This recorded session (link) explores the Resources and Tools for Living cover page, which provides supports that may be used to meet the identified needs of students. The document includes the types of support students may need to be prepared for their Post Secondary Expectation, with definitions from Iowa IDEA Information (i3). In addition, an example of each support is given. This is followed by a definition of each area that impacts living, along with questions for IEP teams to consider as they work to meet the student’s needs. A sampling of instructional resources/tools within each transition area can also be accessed to support student needs. This is not an exhaustive list, but can be used as a starting point for IEP teams.

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DesignDash is thrilled to partner with Great Prairie AEA for the May 2, 2024, event in Ottumwa, IA!

Register here: https://jacobsoninstitute.org/bizinnovator/designdash

The Jacobson Institute presents startup events engaging high school students and educators in one-day, fast paced entrepreneurial excursions. HS students work in teams with entrepreneurs/business & industry partners to solve problems they face using entrepreneurial solutions that drive innovation forward. This is authentic, experiential learning at its best!

Thanks to sponsors, DesignDash is provided to Iowa students, educators, and community partners at no cost. Each teacher registers a maximum of 10 students for the day-long startup event. Registration will be determined by a combination of the following: date of registration, number of schools/school districts represented. Registration will be confirmed 4 weeks prior to the DesignDash event. The teachers attending will be actively engaged and able to earn graduate credit for their participation.

Questions? Contact Amanda Brink, Future Ready Consultant at 641-682-8591 Ext. 5258 or amanda.brink@gpaea.org.

Upcoming Trainings and Conferences - see full document here

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

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Part 2 - Bonus Edition

Assessment for Learning and Working

The GPAEA SecondaryTransition Kit was created for AEA and LEA staff in Great Prairie who support students in the area of Secondary Transition planning. The areas of Learning and Working should be assessed for each student to determine their skills and needs based on their post secondary plans.

The Diagnostic Process: Learning and Diagnostic Process: Working documents outline the assessment process, along with questions to consider within RIOT, and specific tools to assess student’s skills. This brief recorded session will walk you through the process of assessing students’ skills in Learning and Working using a variety of helpful tools and assessment techniques.

In just 21 minutes you can learn and explore how to assess your students' needs to help them prepare for their post secondary plans!

Part 1

We wanted to pass along two newly released opportunities being offered to support students -deadlines are quickly approaching! Read below to find out more information as you consider these exciting opportunities.

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Blueprint for Change

The Blueprint for Change is pleased to share with you the attached announcement of selecting two new youth transition pilots to provide innovative methods to increase access to competitive integrated employment (CIE) for youth with the most significant disabilities.

The attached announcement contains the information you need to know to work with your community and submit an application by 11:59 p.m. on January 31, 2024.

There will be an optional, virtual opportunity for interested parties to join an information session about the application on January 18, 2024 at 3:00 p.m. Central Time. You will have the opportunity to also ask questions. The Zoom link to join can be found in the announcement. These sessions will be recorded and sent out by your contact with the Iowa Blueprint for Change.

Read this document for more information.

Please direct all questions to paul.fuller@iowa.gov.

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Upcoming Trainings and Conferences - see full document here

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

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These events are quickly approaching, take a peek and register soon!

Do you have conversations with students about their plans for after high school? If so, consider registering for Meaningful Career Conversations December 6 (Burlington) or December 7 (Ottumwa). Invite your colleagues to join you!

• #318224 Burlington AEA Dec 6 2023 (Use this link to register)

• #318225 Ottumwa AEA Dec 7 2023 (Use this link to register)

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Are you looking for resources and information to help support students and families? Would you like to hear from community resource providers and parents about helpful supports for students?

If yes, check out the Navigating the Transition Process flier for more details!

If you’re a new-to-secondary-transition teacher this would be a great class for you!

#168618 GP - Navigating the Transition Process for Educators and Families (Licensure Renewal & Participant Only)

• #318318 Video Conference Jan 10 2024 (Use this link to register)

Upcoming Trainings and Conferences - see full document here

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

We wish you a wonderful and rejuvenating holiday break!

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Assessment in Living

The GPAEA SecondaryTransition Kit was created for AEA and LEA staff in Great Prairie who support students in the area of Secondary Transition planning. The area of Living is defined as the skills necessary to live as independently as possible and includes the areas of self-care/hygiene, financial literacy, mobility, recreation/leisure, health/fitness, safety, interpersonal relationships, personal safety, and community living.

The Diagnostic Process: Living document outlines the assessment process, along with questions to consider within RIOT, and specific tools to assess student’s skills. This brief recorded session will walk you through the process of assessing students’ skills in Living.

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Meaningful Career Conversations Workshop

#318224 Burlington AEA Dec 6 2023 (Use this link to register)

#318225 Ottumwa AEA Dec 7 2023 (Use this link to register)

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Upcoming Trainings and Conferences - see full document here

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

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What Is Secondary Transition?

Secondary transition is a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to assist the individual’s movement from school to post-school living, learning, and working environments. Secondary transition planning is an ongoing process starting no later than age 14. It is based on postsecondary expectations and transition assessment information.

The ultimate goal of secondary transition planning is to make the adjustment from high school as easy, successful and as short as possible. Successful transition planning should begin early and be based on specific knowledge and experiences of targeted future environments and activities. It includes the commitment of resources, collaboration among people and agencies, and decision making to develop an IEP for the student.

The IEP Secondary Transition Flowchart is a visual representation of the transition planning process. The team should work through each section to establish the PSEs, gather assessment information, and determine student needs. While the process is presented in a linear fashion and each step does need to be completed, this is most often a cyclical process. The steps of the process will need to be repeated and redetermined, based on the individualized student needs in living, learning and working.

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Iowa Model of Transition

The Iowa Model of Transition is the framework for how to effectively put the transition requirements of the IEP into action.

The components of the Iowa Transition Model include:

• Identify the student’s strengths, interests, and preferences. These are typically gained through a student interview, although parent and teacher input can be used in addition to student input.

• Establish Post-secondary expectations. Use RIOT assessment data, strengths, interests, and preferences to establish a PSE in each area of living, learning, and working that must project beyond high school and be observable.

• Identify Essential skills needed in the next setting. It is important to know the skills and expectations for living, learning and working needed after high school in order to assess the student’s current skills to see if the student’s skills match future expectations or if there is a gap in skills and those skills can be taught. Use a variety of resources to identify the knowledge, attitudes, habits, critical thinking, and application skills needed for all three postsecondary expectations and environments.

• Assess the student’s current skills, compared to skills needed in the next setting. Use information from multiple sources of age-appropriate transition assessments to identify the skills the student currently has compared to those required or expected in the postsecondary environments.

• Determine discrepancy between skills needed and current skills. Review current skills in relation to skills needed for the PSE in each area of living, learning, and working. Is there enough information to determine if there is a match or gap? Gather additional assessment information, if needed. Consider if the gap is age-appropriate, can be addressed through education offerings, or requires some type of goal, service, or support within special education. Identify needs of the student to meet PostSecondary Expectations in each area of living, learning, and working.

• Address the discrepancies through the IEP. Prioritize needs of the student and consider how and when to address the needs.

• Monitor progress of the entire IEP. Monitor and revisit IEP for effectiveness and determine if changes need to be made.

The Living Learning Working (LLW) Transition Planning Chart can be used to help the IEP team engage in the transition process. Documentation on this chart can assist the team in completing the IEP process and document the necessary information within the IEP.

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Upcoming Trainings and Conferences - see full document here

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

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Welcome to the 2023-24 GPAEA Secondary Transition Bulletin!

This bulletin will be shared monthly by your Great Prairie Transition Coordinators, who provide transition related resources, learning opportunities and support to AEA and LEA middle and high school special education staff who work with transition age students. This will be the main way that Secondary Transition information and resources will be shared throughout the school year. Your Transition Coordinators are available via email, zoom, or in person to assist you in learning more about the process of transition planning, assessments to determine students’ needs, resources to meet identified needs, and connections with community partners/resources.

Kate Cole

Districts Covered: Burlington, Central Lee, Danville, Ft. Madison, Fairfield, Keokuk, Mediapolis, Mt. Pleasant, New London, Van Buren, Waco, Wapello, West Burlington, Winfield/Mt. Union.

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ACHIEVE Secondary Transition Training

New AEA and LEA staff

All LEA and AEA special education staff who are new or new-to-secondary transition and serve secondary students (transition-age; 13+) should attend New Secondary Transition Special Education Teachers training, which includes statewide material.

Pick ONE of the following to attend.

9/12 12:15-3:45 Register Here

9/27 8:15-11:45 Register Here

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Vocational Rehabilitation Local School Plans

The purpose of the Local School Plan fall meeting is to review partnerships for transition services for special education students and families, and how we (AEAs, LEAs, Vocational Rehabilitation) can partner together to support successful transition outcomes related to post-secondary training and employment. All high school special education staff (including teachers) are encouraged to attend this planning meeting, or to read the plan once finalized. If you have any questions about your district’s Local School Plan, please contact the Vocational Rehabilitation staff member involved in your district.

Under a state government reorganization plan, Iowa Vocational Rehabilitation (IVRS) became a division within Iowa Workforce Development effective July 1, 2023. With the state reorganization, there were changes with IVRS that impacted access to ACHIEVE. These changes and responses to support the field with these changes are described in this document: Changes to IVRS ACHIEVE Access document, which were included in the August 2023 ACHIEVE enhancements update and i3 August 2023 Special Education Updates.

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Meaningful Career Conversations

The Iowa Meaningful Career Conversations training is an initiative of the Bureau of Career and Technical Education at the Iowa Department of Education. This training was created in partnership with the Colorado Education Initiative to elevate the work that is taking place in the career and academic planning space by enhancing the opportunities for all stakeholders in education to engage students in meaningful career conversations.

The Meaningful Career Conversations training is a free workshop available to all school counselors, Intermediaries, community college advisors, work-based learning coordinators, mentors, teachers, administrators, after-school providers, coaches, librarians, school board members, STEM advisory boards or anyone who might have a career conversation with a student in the PK-20 system in Iowa.

A career conversation is the interactive and dynamic process of supporting individuals in pursuing a career path, pursuing the education and training necessary to achieve a career path. When students engage in Meaningful Career Conversations, they begin to understand how their unique aptitudes, skills, talents, self-identity, and values influence the decision-making process for life-long learning.

This training will engage all stakeholders in natural conversations which will be essential in setting students up for successful post-secondary endeavors.

#204817 GP - Meaningful Career Conversations Workshop

#317750 Video Conference Sep 28 2023 (Use this link to register)

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Upcoming Trainings and Conferences - see full document here

If you know of other learning opportunities or conferences that are available, feel free to share with your GP Transition Coordinator so we can include the information within this document!

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Great Prairie Area Education Agency works as an educational partner with public and accredited, nonpublic schools to help students, school staff, parents, and communities. Great Prairie AEA provides professional development and leadership to promote school improvement, a variety of instructional services, special education support services, and technology and media services.