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Mindy MillerTransition CoordinatorTransition Coordinator
Kalamazoo RESA
l d l Outline secondary transition compliance requirements
Describe the importance of making planning Describe the importance of making planning decisions using transition assessment data
Explain/practice using the SPP 13 compliance p /p g 3 pchecklist
Model what SPP 13 compliance “looks like” Support collaboration and community resource involvement in transition IEP development
COMPLIANCECOMPLIANCEAAAAAAAAHHHHHHH!
In the world of transition, “compliance” is simply an official d iway to describe the process of documentingwhat is being
done for students that helps them determine:
their post secondary goals, where they are currently functioning related to those goals, and how they will go about reaching their post secondary goals.y g g p y g
Michigan’s State Performance Plan (SPP):Plan (SPP):
f k f d d fA strategic framework of 20 indicators used for evaluating and improving education services
f h ld h d b lfor children with disabilities.
f The State Performance Plan requires data and improvement plans for specific indicators d l l ddirectly related to transition:
Indicator 1: Graduation Indicator 2: Dropout Indicator 13: Secondary Transition ServicesIndicator 13: Secondary Transition Services Indicator 14: Postsecondary Outcomes
Michigan’s State Performance Plan Indicator 13 (SPP 13) :Plan Indicator 13 (SPP 13) :
Percent of youth aged 16 and above with an IEP Percent of youth aged 16 and above with an IEP that includes coordinated, measurable,
annual IEP goals and transition services that annual IEP goals and transition services that will reasonably enable the student to meet
the postsecondary goalsthe postsecondary goals.
d d h kl di i ill b Due to an updated checklist, ALL districts will be collecting SPP 13 in the spring of 2010.
After that districts will collect SPP 13 data every 3 After that, districts will collect SPP 13 data every 3 years.
Based on a district’s size, a random sample of IEP’s , pare drawn to review.
SPP 13 is a compliance measure, meaning the target is 100%.
Corrective actions are done for those IEP ‘s not in compliance with SPP 13compliance with SPP 13.
Th d ’ d i i ( d l ) The student’s postsecondary vision (postsecondary goals) is identified.
The IEP identifies current student:▪ Needs▪ Academic Achievement▪ Functional Performance
The IEP identifies transition services (including courses of study) aligned with the postsecondary vision (postsecondary goals)(postsecondary goals).
The IEP identifies at least one annual IEP goal aligned with the postsecondary visionTh id ifi d l IEP l i bl The identified annual IEP goal is measurable.
T hi li f SPP IEP To achieve compliance for SPP 13, an IEP review must be able to answer “yes” to all questionsquestions.
Evidence for compliance may be found Evidence for compliance may be found anywhere in a student’s IEP, not just on the transition page!p g
SPP 13 is about transition IEP’s as a whole, l lnot just transition plans in isolation.
f fThese checklist items will appear for the first time in the Spring of 2010:
Is there evidence of a separate, written h dinvitation to the student?
h d h d Is there evidence that an agency was invited (if appropriate)?
Each checklist item is directlyrelated to what is stated in related to what is stated in federal special education law pfor transition services!
“P f h i h IEP’ d 6 d b i h IEP “Percent of youth with IEP’s aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate y p p g pp ptransition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals and annual IEP goals related to those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team
i h i i i b di d d meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting p p g g y gwith prior consent of the parent or student who has reached the age of majority.” (20 U.S.C. 1416 (a)(3)(B))
The student’s postsecondary vision(postsecondary goals) is identified.
• Developing a student’s vision for post‐school life is the first step towards understanding the interests and first step towards understanding the interests and preferences of the student.
• The postsecondary vision is a starting point for p y g pdetermining present levels of functioning.
▪ Answers the question, “ As a young adult, what do I t lif t l k lik ?”want my life to look like?”
The student’s postsecondary goals (or vision) can be developed The student’s postsecondary goals (or vision) can be developed using the questions provided in the IEP:
Career/Employment:A d lt h t ki d f k d t t d ? As an adult, what kind of work do you want to do?
Postsecondary Education/Training:After high school, what additional education and training do you want?
Adult Living:As an adult, where do you want to live? , y
Community Participation:As an adult, what hobbies and activities do you want to have?
…a student answers “I don’t know” to one or several of the postsecondary questions?
It’s okay! A postsecondary vision can still be considered compliant even if a student is unsure of what they want for compliant even if a student is unsure of what they want for
their future.
T b li IEP i h i l i i h ld To be compliant, an IEP with an incomplete vision should include transition services or activities that will help the student determine their strengths, preferences, and g p
interests.
d i bl i h i …a student is unable to communicate their postsecondary goals?
It’s okay! Teachers can use information based on observations, parent interviews, and general knowledge about the t d t’ t th f d i t t t h l student’s strengths, preferences, and interests to help
develop appropriate postsecondary goals.
R b d l Remember…postsecondary goals are INDIVIDUALIZED. Each student’s vision for
their life will be different!their life will be different!
fThe IEP identifies current student:Needs d i hiAcademic AchievementFunctional Performance
A transition IEP should include present level data that relates to the student’s postsecondary goals that relates to the student s postsecondary goals in the:
PLAAFP Statement Student’s Present Performance on the transition page
Th P t L l f A d i A hi t d F ti l The Present Level of Academic Achievement and Functional Performance (PLAAFP) provides a “snapshot” of the student and describes:▪ Strengths▪ Areas of Need:
Disability relatedDisability related Academic Functional
▪ Data sources▪ Data sources▪ Impact on:
Functioning in the general curriculum Functioning at work, at home, or in the community
Functional means non academic as in “routine activities of Functional means non academic, as in “routine activities of daily living”.
What can the student do at home at work or in the What can the student do at home, at work, or in the community? What is the student unable to do in those settings?
Examples of functional skills:▪ Communication▪ Mobility▪ Safety▪ Behavior▪ Social Skills
Grooming/Hygiene▪ Grooming/Hygiene▪ Employability Skills
Found on the transition page this is space to provide Found on the transition page, this is space to provide current functional information on the student directly related to their postsecondary goals in the areas of:
Career/Employment Postsecondary Education/Training
Adult Living Adult Living Community Participation
For each postsecondary goal ask:For each postsecondary goal ask:▪ What are the student’s strengths/weaknesses related to their goal?▪ What can/can’t they do related to their goal?▪ What have they already accomplished related to their goal?y y p g
T iti t i th ti f th i Transition assessment is the continuous process of gathering, organizing, and using data for the purpose of making decisions.
What information is needed to show how the student is What information is needed to show how the student is functioning related to their postsecondary goals? Ask:
What do I know about this student? What more do I need to know? Where and how can I gather data about this student? Where do I go from here?
The next step is to choose and implement adequate assessment(s) to assure data is available that helps determine a student’s readiness to achieve their postsecondary goalsreadiness to achieve their postsecondary goals.
D i h !Data is everywhere! Attendance records Work evaluations Work evaluations Disciplinary records Progress reports
Transcripts Transcripts Report cards
Documented classroom observationsd Student/parent interviews ACT Plan results
Aptitude test resultsp Interest inventories
ESTR‐J (for students with mild disabilities)
ESTR‐III (for students with more disability)
ESTR‐S (for students with multiple/severe disabilities)
Completed by a teacher or parent, these rating scales provide specific information about a student in the areas of employment,
postsecondary education, home living, community participation, and recreation and leisure.
d Transition Assessment Guide:http://www.nsttac.org/products_and_resources/tag.aspx
PEPNet:http://www.pepnet.org/itransition.aspp // p p g/ p
Career Key:http://www.careerkey.org/
Casey Life Skills: Casey Life Skills:http://caseylifeskills.org/
f Occupational Information Network (O*NET):http://online.onetcenter.org/
Transition Coalition:http://transitioncoalition.org/transition/section.php?pageId=90
ESTR:h // /http://www.estr.net/
Wh h b h d ’ What are the gaps between the student’s postsecondary goals and where they are currently functioning?currently functioning?
The gaps are filled by:The gaps are filled by:▪Transition services (experiences or activities)activities)
▪Annual goals and objectives (skill building)building)
fThe IEP identifies transition services (including courses of study) alignedwith h d i i dthe postsecondary vision (postsecondary goals).
▪ These are the services, experiences, or activities that help students achieve their postsecondary goalshelp students achieve their postsecondary goals.
C ll i i College visits YAP tour
Investigating financial aid Investigating financial aid Obtaining a state id/social security card Connecting to community resourcesConnecting to community resources
Applying for SSI Learning to use metro transitg
Involvement in vocational education/work experiences
l Career exploration
Instruction EmploymentInstructionActivities related to instructionor learning situations either in
high school or preparing for post graduation
EmploymentFocus on the development of work
related skills/behaviors needed to obtain/keep a job, find a job,
or learn about a jobgraduation.
Community ExperiencesActivities outside the school that prepare a student to be a part of
or learn about a job.
Related ServicesPlanning for the agencies or
services needed outside of school prepare a student to be a part of their community.
Adult LivingActivities that are done
services needed outside of school to continue after graduation.
Functional Voc. EvaluationIdentifying and appraising anActivities that are done
occasionally in an adult’s life.
Daily Living SkillsActivities that are done on a
Identifying and appraising anindividual’s skills and needs for additional supports related to
employment.Activities that are done on aregular basis in an adult’s life.
R b h d ’ i i i Remember…the student’s transition services should be moving them toward their specific postsecondary goalspostsecondary goals.
There is not a “magic number” of transition There is not a magic number of transition services required for compliance:
They are based on the individual needs of the student!f
fThe IEP identifies at least one annual IEP goal alignedwith the postsecondary vision
d l(postsecondary goals).
▪ This annual goal addresses the skills (or learning related needs) necessary for a student to reach their postsecondary goals. postsecondary goals.
Academic skills Social skills
Organizational skills ResponsibilityResponsibility
Communication skills Time management skills Time management skills Money management skills
S lf d t i ti kill Self‐determination skills
Compliance requires there be AT LEAST ONE annual goal aligned with the postsecondary
lgoals.
b d h d d However, based on the student’s needs, it may be necessary to have more than one
l l h l h dannual goal that aligns to the postsecondary goals.
fThe identified annual IEP goal is measurable.
▪ It describes what the student can reasonably be expected to accomplish within a 12 month periodexpected to accomplish within a 12 month period.
▪ It reflects skill development specific enough to be It reflects skill development specific enough to be measured by short term objectives.
f Is there evidence of a separate, written invitation to the student?
▪ The essence of this question is really about the importance of students attending IEP meetings when importance of students attending IEP meetings when their postsecondary goals (their futures!) are being considered.
Wh d f “ i i ” h When students are of “transition” age, they are automatically sent an invitation through the special education officethe special education office.
It is also important to indicate on the It is also important to indicate on the transition page that the student was invited by mail.y
Additional means of invitation may be listed llas well.
Is there evidence that an agency was invited (if appropriate) to the IEP?
▪ It is necessary to invite an agency if the transition IEP indicates the agency is likely to be responsible for indicates the agency is likely to be responsible for providing or paying for services within the next year.
f Indicate on the transition page what, if any, agencies were invited to the IEP.
Make sure to obtain consent from the parent d h h h d for student who has reached age of majority
before sending the invitation.
i i i Communicate, communicate, communicate!(with families, teachers, students, community agencies)B d i i l ti Base decisions on an evaluation(use transition assessments to back up your decisions)
Follow procedures Follow procedures(meet deadlines, get consent, keep documentation)
Implement the services the IEP indicates the Implement the services the IEP indicates the student is supposed to get(if a transition service is listed…it has to happen!)( pp )
l Focus on Results:(technical assistance from the Office of Special Education and Early Intervention Services)http://www.cenmi.org/Documents/FocusonResults.aspxhttp://www.cenmi.org/Documents/FocusonResults.aspx
Michigan Transition Outcomes Project (MI‐TOP):http://www.cenmi.org/mi‐top/Home.aspx
IDEA 2004‐Secondary Transition:IDEA 2004 Secondary Transition:http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17,
www.kresa.org/transition