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PRESENTATION BY:
SHERRY BURBANKAMY JENKS
NHDOE, BUREAU OF SPECIAL EDUCATION
Indicator 13 Training for High Schools
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Welcome and Introductions
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Today’s Agenda
What is Indicator 13?How Does this Connect to What You are Already Doing?
How Do we Prioritize Transition?ResourcesWrap Up & Next Steps
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NHDOE Professional Development Training
Trainings are free and can be customized
Trainings are offered on a variety of topics: Indicator 13 Accommodations and
Modifications Writing Measureable
Goals NHSEIS
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State Performance Plan and Annual Performance Report
US DOE – Office of Special Education Programs -- IDEA, Part B requires:
Annual evaluation of implementation of IDEA
Plans for ImprovementSubmit through Annual
Performance Report16 Different Indicators
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Click icon to add pictureDon’t Wait for Graduation Day to Ask Now What?
Secondary Transition Planning Needs to start EarlyDon’t wait for graduation day
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IDEA creates a Student-Driven Process
Teacher Action is Still Essential to the Process
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There’s no graduation fairy or magic wand
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It takes some faith
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And a little bit of craftsmanship
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Good Transition Plans Build Bridges
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And avoid chaos
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Transition adds the finishing touches to a firm foundation which has been growing since preschool
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Careful & Coordinated Planning ensures a Successful Launch
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Goal of Indicator 13
Transition Driven IEP -- Ed O'Leary
Percent of youth: Age 16 and above With an IEP that includes:
Appropriate Measureable Postsecondary Goals Updated annually Based on age-appropriate
transition assessment Transition Services reasonably
enable student to meet goals Course of study
Annual IEP Goals related to Transition Service needs
Student Invitation & Participating Agency Invitation to IEP Team meeting
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IDEA Transition Requirements
The NH Guidance Document: Understanding Indicator 13 for the Special Education State Performance Plan (SPP) page 10 shows IDEA references.
For better understanding of IDEA transition requirements, watch video snippets with Ed O’Leary, National Transition Expert, on
http://nextsteps-nh.org/transition-iep- requirements/.
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Student Oriented Transition Process
The transition plan builds upon itself. 1) Complete age appropriate transition/career
assessment(s) 2) Students invited to their own IEP meetings3) Consent and invite outside agencies if needed4) Write Post Secondary Goals (PSG) 5) Select courses of study to support PSGs6) Identify transition needs to support the PSGs7) Develop transition services to support transition
needs8) Annual goal related to transition service need
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Current Compliance Process
16 High Schools were randomly selected for Indicator 13 onsite monitoring onsite monitoring visits are scheduled to take place
between October – April of school yearThere are 6 high schools going through a 2nd
review due to noncompliance from previous year(s). High Schools found in noncompliance for 2 consecutive years are required to complete an Indicator 13 Corrective Action Plan and monthly progress reports with the NH DOE.
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● NHDOE not ifi es schools in advance
● NHDOE & h igh schoo ls together se lect rev iew v i s i t date
● High Schoo ls prov ided rev iew process ( guidance
document : understanding indicator 13 for SPP )
● NH DOE prov ides I -13 compl iance t ra in ings
● High Schoo ls g i ven l i s t o f e l ig ib le s tudent SASID#s
● Twice as many as will be reviewed
● High Schoo ls not ifi ed o f s tudent fi le in format ion
needed
Indicator 13 Review Process
20● Hal f day ons i te rev i ew
● Team o f a t l eas t 2 NH DOE t ra ined rev iewers *
● Schoo l p rov ides space fo r ons i te rev iew to occur
● Schoo l w i l l have se lec ted e l ig ib l e s tudent fi les and curren t
IEP ava i l ab le fo r rev iew
● Schoo l makes a s taff member knowledgeab le o f the
IEPs ava i l ab le to rev iewers i f there a re any ques t ions
● Team rev iews each s tudent IEP and fi le fo r ind ica tor 13
compl iance us ing I -13 check l i s t
● Dis t r i c t w i l l r ece i ve no t ifi ca t ion o f rev i ew resu l t s .
Indicator 13 Review Day Process
21● NHDOE generates a l ist of twice as many students
(usual ly 20) as need to be reviewed during onsite● Only students age 16 and above ● Representative (age, gender, disability and ethnicity) ● Based on district enrollments (see page 4-5 of guidance
document)● High school selects fi les (usual ly 10) to actual ly
be reviewed from the NHDOE generated l ist● Why? A student’s status may change before the onsite review
(student may transfer to another district etc) ● For high schools with fewer than 25 students
meeting the cr i ter ia for Indicator 13, the NH DOE wil l make the necessary adjustments on the number of fi les to actual ly be reviewed.
Number of files to be reviewed
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AT ONSITE REVIEW, PLEASE PROVIDE THE FOLLOWING: • STUDENT’S CURRENT SIGNED IEP (OR IEP
AMENDMENT) – ORIGINAL • STUDENT INVITATION TO IEP MEETING WHERE
TRANSITION IS DISCUSSED• STUDENT’S COMPLETED AGE APPROPRIATE
TRANSITION ASSESSMENT (DATED)• IF APPLICABLE, CONSENT TO INVITE OUTSIDE
AGENCIES TO IEP MEETING (SUCH AS RELEASE OF RECORDS FORM WITH THAT AGENCY SIGNED BY PARENT OR ADULT STUDENT)
Documentation Reviewed at Onsite for Compliance
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Indicator 13 Checklist
• COMPRISED OF 8 QUESTIONS
• F ILE IN COMPLIANCE = ALL 8 QUESTIONS IN COMPLIANCE
• D ISTRICT IN 100% COMPLIANCE = ALL 10 F ILES REVIEWED IN COMPLIANCE
• IF A DISTRICT IS IN 100% COMPLIANCE NO FOLLOW-UP MONITORING IS NECESSARY
• IF A DISTRICT IS NOT IN 100% COMPLIANCE, FOLLOW-UP MONITORING IS REQUIRED
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Transition Planning
Present Levels
Post Secondary
Goals
GAP
TRANSITION SERVICESKey Factors for Change
1.2.3.4.5.
Gather info from:Student profile – academic & cognitive eval resultsSchool performanceStrengthsTransition Assessments
IEP Annua
l Goal(s
)
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Question 1
Post Secondary Goals
PSG are goals that are to be met after high school graduation, not while in high school.
Must have a PSG in education/training and employment.
PSG for independent living, if applicable. The IEP team should determine if an independent living PSG is needed based on the information in the student’s present level of performance and interests.
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Post Secondary Goals ~ Compliance
Compliance = 1 education/training PSG and 1 employment PSG for students who do not need an independent living PSG.
Compliance = 1 education/training PSG and 1 employment PSG and 1 independent living PSG for students who need an independent living PSG.
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Post Secondary Goals ~ Noncompliance
Noncompliance = no PSGs at all.
Noncompliance = PSGs are included, but are not measurable.
Noncompliance = 1 PSG for education, but 0 for employment or vice versa.
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PSG Compliance vs. Noncompliance
In Compliance Not in compliance
EDUCATION: After high school graduation, McKenzie will enroll in a two-year training program in the area of auto mechanics.
McKenzie wants to study auto mechanics.
EMPLOYMENT: After high school, McKenzie will work part time in an auto body garage.
McKenzie is thinking about applying for a summer job .
EDUCATION: Upon completion of high school, Mary will receive on-the-job training to expand her skills in horticulture while working as a farm hand at a local farm.
Mary likes plants and wants to learn more about that.
EMPLOYMENT: Upon completion of high school, Mary will work full time as a farm hand at a local farm.
Mary hopes to work at a farm.
EDUCATION: After graduation from high school and qualifying for admittance, John will complete basic training in the military and then learn aviation related skills as enlisted personnel.
John wants to go in the military.
EMPLOYMENT: After graduation from high school and qualifying for admittance, John will enlist in the military to learn aviation related skills to become a Flight Engineer.
John will go in the military.
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Question 2
Post Secondary Goals updated annually?
Reviewers will not be reviewing previous IEPs.
This question is contingent on Question 1 being in compliance. If question 1 is in compliance, then question 2 is also in compliance, based on the fact that the IEP being reviewed is current.
If the IEP being reviewed is not the current IEP, then this question is also not in compliance.
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Question 3
PSGs based on transition assess-ment(s)
Reviewers expect to see the age appropriate transition assessment(s) to support the IEP transition plan in the student’s IEP folder. This assessment(s) should support the PSG, the transition service needs, etc.
The assessment must be dated to reflect date assessment administered
Assessments are ongoing and can be formal and/or informal.
If the assessment doesn’t support the PSGs then it is not in compliance.
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Examples of Assessments from past on-site visits
Questionnaires completed by the student, or in conjunction with the student, regarding their personal interests, believed strengths, goals for after high school, etc.
Career Cruising or other online similar versions
Vocational AssessmentsGuidance office documentation from
meetings with student
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Examples of Assessments from past on-site visits
Adaptive Behavior/ Daily Living Skills Assessment
Interest InventoriesPersonality or preference testsCareer Military or readiness testsObservation notes/student feedback from job
shadowsIntelligence/Achievement Tests
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Question 4
Transition Services
Transition Service(s) must reasonably enable the student to meet his/her PSGs.
Compliance = at least one transition service that addresses a transition need related to the PSGs during the current IEP time period.
Noncompliance = no transition services listed in IEP or no transition service that will reasonably enable student to meet PSGs.
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Examples of Transition Services from past on-site visits
Self-Advocacy Skills InstructionPersonal banking instructionWork related social skills instructionResume writing, online job application
writing, practice interviewing instructionVoter registration instructionELO, internship or job shadowing experience
related to their PSG(s)Travel instruction (using the bus schedule
during class instruction)
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Examples of Transition Services cont.
Food preparation and kitchen hygiene instructionInstruction in telling and calculating timeContacting disability services/resource centers on
college campuses/training centers, etc.
Any service(s) provided while the student inin high school that will reasonably enable thestudent to reach their PSGs.
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Question 5
Courses of Study
Courses of Study: projected courses to be taken by the student must be listed out for each year (9th – 12th) and the Age 18-21 section if appropriate for the student.
Courses of study must support PSGs.
Just having courses listed does not equal compliance. To be in compliance, the courses of study must reasonably enable the student to meet his/her PSGs listed in the IEP.
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Question 6
Annual Goal related to transition service need
You must have at least one annual goal that is related to a transition service need listed in the IEP.
This annual goal must be measurable.
The annual goal does not have to be titled “transition” but it must clearly relate back to a transition service need.
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• FIVE COMPONENTS WHEN WRITING MAGS:
Time FrameConditionStudent’s NameClearly Defined BehaviorPerformance Criteria
(SEE MEASURABLE ANNUAL GOAL COMPONENTS CHART HANDOUT WITH EXAMPLES)
Writing Measurable Annual Goals (MAGS)
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Timeframe
By June 2016….. Though IEP’s are annual documents – the timeframe
should be stated in the annual goal
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Describes the situation in which the student will perform the behavior
Describes the material
Describes the setting for the task
Examples of condition: Using a graphic organizers
for writing assignments Using grade level passages Given two step direction Given small group
instruction Using the alarm feature on
his/her cell phone Given a sensory diet
The Condition
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Student’s Name & Disability
• IEPs need to be individualized and connected to Student’s disability.
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What do you want the child to do?
Use Standards, Anchors or Components of the Curriculum (Big Ideas, Concepts or Competencies) as the basis to describe the behavior in measurable, observable terms
Ask yourself…what will the student actually do?
Close your eyes…can you “see” the behavior?
Examples: Explain, write, read orally, point to, solve,
Non-examples: Understand, know, recognize, behave, comprehend, improve
Clearly Identify Behavior
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Performance Criterion
Criterion Level How well- the level the student must demonstrate for
masteryNumber of Times Needed to Demonstrate
Mastery How consistently the student needs to perform the
skill(s) before it’s considered “mastered”Evaluation Schedule
How frequently the teacher plans to assess the skillAssessment Tool
What progress will be monitored
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Examples Non-examples
80% correct on weekly spelling list
Initiate conversations at lunch two time each day
Demonstrate positive interview strategies (dress professionally, introduce self, present 3 positive work skills) in two mock interviews for a entry level retail job
AccuratelyAppropriately10th grade level
(without an explanation of the skill)
Establishing Criterion
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Annual Goal Linked to a Transition Need
How do we demonstrate that an annual goal is related to the student’s transition service needs?Within the annual goal itself or in the Present Level
of Academic Achievement or Present Level of Functional Performance include a statement that explains how this particular annual goal is related to an identified transition service need of this student that will reasonably enable that student to reach their post secondary goal after high school.
[see example annual goals on next two slides – the underlined statements in the PLOAA or PLOFP are examples of how each of these annual goals is related to these student’s transition service need(s).]
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Example Annual Goal Linked to A Transition Need
Education/Training Post Secondary Goal: Upon completion of high school, John will enroll in a four year college to earn a bachelor's degree in Business Administration.
Present Level of Academic Achievement: John is a child identified with an educational disability, a Specific Learning Disability in the areas of reading fluency and reading comprehension. He has difficulty when he needs to …… (include evaluation results data in this area for baseline). Given that John plans to attend a four year college and will need to read and comprehend college level text.
Annual Goal: When given chapter-long reading assignments in science, social studies, and English 11th grade courses, John will use SQR3 strategies (survey, question, read, recite, and review) to earn monthly quiz scores of at least 80% in 4 out of 5 months by June 2015.
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Example Annual Goal Linked to A Transition Need
Employment post-secondary goal: After graduating from high school, Melody will work part-time as a dietary aide at a local nursing home.
Present Functional Performance: Melody appropriately interacts daily with her teacher and classmates by making eye contact, answering class questions and maintaining personal space with classmates. Melody sometimes has trouble interacting appropriately with people she does not know, and she will need to develop appropriate social skills (such as making eye contact when talking with co-workers, discussing work appropriate topics, and respecting co-workers personal space) for the work environment after high school.
Annual Goal: By June 2015, with support of minimal prompting (touching of the shoulder for redirection) from her job coach in an employment setting, Melody will make eye contact, maintain personal space, and discuss only work related topics with people she is meeting for the first time in 4 out of 5 meetings.
(benchmarks below would lay out how you will get to this goal over time)
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Question 7
Student Invite
Invitation or Meeting notice must be clearly addressed to the student and delivered to the student
Can be hand delivered, snail-mailed, etc.
Documentation that this took place must be included in the student’s IEP folder. A copy of the invite/meeting notice is sufficient for meeting this requirement if it is addressed to the student.
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Question 8
Proof of parental/ adult student consent to invite outside agency
If an outside agency is listed as responsible for a transition service in the IEP for the current year or is listed as invited to the IEP meeting, the reviewers will expect to find proof that parental or adult student consent was given to invite the outside agency to the IEP meeting.
If the outside agency was invited by the parent, then there is no need for proof of consent in the IEP folder.
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● NHDOE wil l noti fy the high school in writ ing of the results of the onsite monitoring vis i t , including a breakdown data sheet of each fi le reviewed in accordance with the NSTTAC checkl ist .
● High schools wi l l have 60 days from receipt of the notifi cation of compliance to correct student specifi c noncompliance.
● High school /distr ict wi l l have to provide proof of student specifi c corrections of noncompliance to Amy Jenks at the NHDOE by the end of the 60 day t imel ine.
● I f compliance is not 100%, the high school wi l l undergo a 2 n d monitoring vis i t within the 1 year
Follow-up Correspondence after onsite completed
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Another New Hampshire Resource
New Hampshire Parent Information Center - Life after High School Toolkit http://www.parentinformationcenter.org/index_265_2364810183.pdf
Appendix A and B of this document contain two examples of NHSEIS IEPs for transition age students that are in minimum compliance with Indicator 13.
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Assessment Reviews Link
http://transitioncoalition.org/transition/assessment_review/all.php
Transition Coalition Resource
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CCSS & IDEA
http://cte.ed.gov/employabilityskills/index.php/audience/educators
Connections Among CCSS and Transition Planning
Employability Skills Common Core State Standards
Knowledge Academic Skills X
Critical Thinking Skills
X
Effective Relationships
Interpersonal Skills
X
WorkplaceSkills
Information Use X
Communication Skills
X
Technology Use X
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NH DEPARTMENT OF EDUCATION: SECONDARY TRANSITION INFORMATION
HTTP: / /WWW.EDUCATION.NH.GOV/ INSTRUCTION/SPECIAL_ED/SEC_TRANS.HTM
NATIONAL SECONDARY TRANSITION TECHNICAL ASSISTANCE CENTER
(NSTTAC) :HTTP: / /WWW.NSTTAC.ORG/
For more information:
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PLEASE CONTACT:
SHERRY BURBANK(603) -271-3294
AMY JENKS(603) 271-3842
QUESTIONS?
