Employment and Disability Institute

MID-STATE TRANSITION SITE

Marianne Murphy- Project Coordinator

mm272@Cornell.edu

Nancy Hinkley- Project Specialist

nah36@Cornell.edu

SCHOOL DISTRICT SELF-REVIEW

MONITORING PROTOCOL-

SECONDARY TRANSITION IEP REVIEW

FOR STUDENTS WITH DISABILITIES

AGENDA

• Introductions

• Material Overview

• New York State Performance Plan

• Self – Review Introduction

• Team Time

10/8/2006 Marianne Murphy

Individuals with Disabilities

Education

Act of 2004

A focus on improving

measurable outcomes

for students with disabilities

IDEA 2004 Reauthorization

includes 20 performance indicators

• measurable across the USA

• designed to bring NCLB & IDEA

into alignment.

Indicator 12

children referred

Indicator 7

preschool children

Indicator 8

parent involvement

Indicator 13

SecondaryTransition

Indicator 14

Post Sec. Outcomes

Indicator 11

consent to evaluate

NEW YORK STATE PERFORMANCE

PLAN

New York State 6 new data collection areas

http://www.vesid.nysed.gov/specialed/spp/home.html

State Performance Plan 13

“…requires the State to annually report the percentage of youth aged 15 and above with IEPs that include coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet measurable post-secondary goals.”

NYSED 2006

Step by Step Guidance

Part A: Team and Sample Selection

Part B: Review IEP’s

Part C: Tally and Summarize Results

Part D: Develop Corrective Plan (if

compliance is under 90%)

•1/6 of Districts Contribute to the State Transition Data Annually in Rotation

•School districts with more than 30 students with disabilities aged 15-21 will review a random selection of a minimum of 30 IEPs.

•You need to keep documentation for this entire process for 7 years.

Part A: Team and Sample Selection

Part B: Review IEP’s

School District Self-Review Monitoring Protocol•This form serves as a summarizing form and planning worksheet.

Individual Student Record Review Form •For each IEP the district reviews you will complete one of these forms.

Secondary Transition IEP Self-Review Monitoring Report

•This is a sample of the web based form you will use to report the results of your review to SED

Citation Issue Y/N Source of Data/Comments

8 NYCRR §200.4(d) (4)(i)

(c)

When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered.

8 NYCRR §200.4(d) (2)(ix)

(a)

Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.

8 NYCRR §200.4(d) (2)(ix)

(b)

The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.

8 NYCRR §200.4(d) (2)(iii)

Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.

8 NYCRR §200.4(d) (2)(ix)

(c)

The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.

8 NYCRR §200.4(d) (2)(v)

The IEP indicates the recommended special education program and services to advance appropriately toward meeting the annual goals relating to transition needs.

8 NYCRR §200.4(d) (2)(ix)

(d)

The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including:instruction,related services,community experiences,the development of employment and other post-school adult living objectives, andwhen appropriate, acquisition of daily living skills and functional vocational evaluation.

8 NYCRR §200.4(d) (2)(ix)

(e)

The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post school opportunities, or both, before the student leaves the school setting.

NYSCitation

Regulatory wording Where to find evidence in the IEP. comments Y/N

8 NYCRR §200.4(d) (4)(i)(c)

When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered.

If the student attended or did not attend the Annual Review, the following need to be presentStatements in the PLP’s/MAPS that are clearly attributed to the student as being the source of the information. The Measurable Post Secondary Goals are personal and the result of communication with the student. Statements generated from drop down menus don’t meet that standard.Student listed as attendee at CSE meeting is good but not enough proof of “ownership”.Information in the Comments section may be attributable to the student.

Student Participation

Example PLP

• In completing the Level I assessment,

Steve identified himself as a talented

writer. Steve displays strong analysis and

synthesis skills during the writing

process. These skills will serve Steve well

in any post-secondary setting and assist

him in pursuing a career in

Communications or history.

Unacceptable Example

• Steve enjoys baseball and is on the varsity team. (“Steve stated…”)

• Teachers report that Steve is an engaging participant to have in class and talented writer and would do well in a job involving communication. (not inappropriate to say, but does not prove that the student’s input was considered)

Steve’s IEP(page 3 and 4)

Present Levels of Performance and Individual

Needs

8 NYCRR §200.4(d) (4)(i)(c)

NYSCitation

Regulatory wording

Where to find evidence in the IEP. Comments

Y/N

8 NYCRR §200.4(d) (2)(ix)(a)

Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities

Present Levels of Performance. Information that describes who the student is now.Statements generated from drop down menus generally don’t meet the above standard.The descriptive information can be from any source.There may be information in the Comments section that is descriptive of the student.

Present Levels of Performance

Look For• Present Levels of Educational

Performance (PLP) should clearly address

the transition needs of the student across all

four areas to prepare them for living,

learning, and working in the community as

an adult. Please note: it is important to look

at academic and functional performance

Steve’s IEP(Page 3 and 4)

Present Levels of Performance and Individual

Needs

8 NYCRR §200.4 (d) (2)(ix)(a)

NYSCitation

Regulatory wording

Where to find evidence in the IEP. Comments Y/N

8 NYCRR §200.4(d) (2)(ix)(b)

The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills.

Measurable Post Secondary Goals section of the IEP. (May still read Projected Post School Outcomes.)

No more soft wording: hopes to, plans to, etc

Statements generated from drop down menus generally don’t meet criteria.

Independent Living includes all aspects of life that are not covered by Employment and Education/Training.

Measurable (Observable) Post Secondary Goals

Training: Steve’s goal is to train at WXXI in media communications. (training)

Education: Steve’s goal is to go to SU Newhouse School of Communication

Employment: Steve’s goal is to be a Public Relations representative for a special interest group. (employment)

Independent Living Skills (when appropriate): Steve’s goal is to live independently in off-campus housing using public transportation. (independent living)

Measurable (Observable) Post Secondary Goals

Unacceptable

Training: Does not apply

Education: Steve aspires to go to college and be a public relations professional

Employment: Steve (wish’s intends (hopes) to work at radio station.

Independent Living Skills (when appropriate): Steve’s dreams of living independently in off-campus housing using public transportation. (independent living)

Measurable (Observable) Post Secondary Goals

Steve’s IEP(Page 6)

Measurable Post Secondary Goals

8 NYCRR §200.4(d) (2)(ix)(b)

8 NYCRR §200.4(d) (2)(iii)

Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short-term objectives.

Look in the Annual Goals section of the IEP.

Measurable annual goals with criteria, schedule and procedure.

The indicated goals should be ones that, as a whole, move the student towards achieving their individual MPSG.

NYSCitation

Regulatory wording

Where to find evidence in the IEP.

Comments Y/N

Measurable annual goals

Look For

Measurable annual goals with

criteria, schedule and procedure

that incrementally assist the

student to achieve his MPSG.

PLEPS or PLOPS – The Foundation

PLEPS

Services

Goals

Annual Goals • Indicates what the student is expected to be able to

do by the end of the year in which the IEP is in effect

• Takes the student from his/her present level of performance to a level of performance expected by the end of the year

• Guides instruction

• Measures progress

• Helps determine if the supports and services being provided to the student are appropriate and effective

Steve’s IEP(Page 7)

Measurable Annual Goals

8 NYCRR §200.4(d) (2)(iii)

NYSCitation

Regulatory wording

Where to find evidence in the IEP. Comments Y/N

8 NYCRR §200.4(d) (2)(ix)(c)

The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.

PLPs/MAPS may include a discussion on course of study. Coordinated Set of Activities Programs and Services may include information on specific courses or environments the student will be in.Transcript information may indicate the type of diploma and the number of credits earned towards that diploma. Inclusion in general education may contain information about the student’s course of study.

Transition Services

Steve’s IEP Transition Programs and Services

Present Levels (page 3)

Coordinated Set of Activities (page 11)

Programs and Services (page 8)

8 NYCRR §200.4(d) (2)(ix)(c)

NYSCitation

Regulatory wording Where to find evidence in the IEP. Comments Y/N

8 NYCRR §200.4(d) (2)(v)

The IEP indicates the recommended special education program and services to advance appropriately toward meeting the annual goals relating to transition needs.

Programs and Services including Program modifications, Accommodations, assistive technology

Coordinated Set of Activities (CSA)

Comments section

Special Education Program and Services

Steve’s IEP(page 9)

Special Education

Programs and Services

8 NYCRR §200.4(d) (2)(v)

NYSCitation

Regulatory wording Where to find evidence in the IEP.

Comments Y/N

8 NYCRR §200.4(d) (2)(ix)(d)

The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including:instruction,related services,community experiences,the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

Coordinated Set of Activities.If the generic drop down menu choices are used, it is safe to assume that the activities of the school district are not fully represented.

Coordinated Set of Activities

Steve’s IEP(page 11)

Coordinated Set of Activities

8 NYCRR §200.4(d) (2)(ix)(d)

NYSCitation

Regulatory wording Where to find evidence in the IEP.

Comments

Y/N

8 NYCRR §200.4(d) (2)(ix)(e)

The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post school opportunities, or both, before the student leaves the school setting.

Coordinated Set of activities/ Agency responsible Clear indication and coordination between school district activities and participating agencies – Activities designed to help student incrementally work toward attainment of PSG

Participating Agency

Steve’s IEP(page 11 )

8 NYCRR §200.4(d) (2)(ix)(e)

Participating Agency

Connection between:

• PLPS

• MPSG

• Annual goals

• Programs and services

• Coordinated Set of Activities (CSA)

PLP: Steve is a good writer; his rate of processing is slower than average. He needs extra time and management strategies to complete assignments.

MPSG: Steve’s goal is to attend college to obtain a four year degree in communication

Accommodations: Extra time, planner

Annual:Given multi-step task over a multi-day timeline, Steve will sequentially breakdown the task and complete the task with 90% accuracy over 5 weeks

CSA : Steve will attend a local Explorers Post for Broadcast Journalism

Strengths Needs Preferences InterestsAppropriate Assessment

PLPS

Transition Needs

Measurable Post

Secondary Goals

Annual Goals

Mea

sura

ble

Po

st S

eco

nd

ary

Go

als

Lif

e af

ter

Sch

ool

Res

ult

s

Courses of Instruction

Transition Services

Last year

11th Grade

10th Grade

9th Grade

Employment and Disability Institute

MID-STATE TRANSITION SITE

Marianne Murphy- Project Coordinator

mm272@Cornell.edu

607-255-1664

Nancy Hinkley- Project Specialist

nah36@Cornell.edu

607-738-5376