Transition Centered IEP’s In compliance with Indicator 13 Regulations

Transition Centered IEPs In compliance with Indicator 13 Regulations

Shelley E. Hardin

Applied Behavior Analysis & Transition SpecialistLexington Two Schools

Transition Centered IEPs In compliance with Indicator 13 Regulations2010 2011

IDEA 2004

The Individuals with Disabilities Education Act (IDEA) was reauthorized on December 3, 2004 and its provisions became effective on July 1, 2005. In conjunction with the reauthorization, the U. S. Department of Education through the Office of Special Education Programs required states to develop six-year State Performance Plans in December, 2005 around 20 indicators, on which data will be submitted annually (beginning February 2007) in Annual Performance Reports.2What is the purpose of Transition Services?A little more from.. IDEA 2004IDEA 2004 discusses the purpose of transition services as is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities (IDEA 2004, Part B, 614, [d][1][A][VIII]; 300.43[a][1]).

The Regulations, released August 14, 2006, also clarify the purpose of transition services as being designed to meet (students) unique needs and prepare them for further education, employment, and independent living (300.1[a]).

IDEA 2004 does not require that LEAs are held accountable for the attainment of postsecondary goals. The stated measurable postsecondary goals are required components of transition planning. There are numerous mediating factors that positively or negatively affect an adults acquisition of goals, for which a school could not be held accountable.

The purpose of the legislation and this indicator is that a students education program support their goals beyond secondary school.3

Indicator # 13 State Performance PlanIndicator 13 measures the percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the students transition services needs.

There also must be evidence that the student was invited to the IEP Team 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 with the prior consent of the parent or student who has reached the age of majority.

4 In the Palmetto State.. .we are ahead of the game..In South Carolina, transition age is 13!

Transition services must be addressed on ALL IEPs for ALL STUDENTS, age 13 and above.5

The Federal Government defines Transition as.Transition services means a coordinated set of activities

designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student to facilitate the students movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community.

based on the individual students needs, taking into account the students strengths, preferences and interests; and

Includes 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.6WHY is Transition so important? Federal policy, state law compliance More important, focuses on student outcomes Transition planning is not an add-on to the IEP, it is the students IEPConnects academics, employment, independent living and extra-curricular activities for the student7Even more so.Why are Transition Services ESSENTIAL?8

Entirely too many students believe this...

9

So..

You may be asking yourself...

Exactly where do I begin?91. Familiarize yourself with the components and requirementsof Indicator 13.IEP components required in order to be Indicator 13 compliant are:

A measurable postsecondary goal that addresses:

Education and/or TrainingEmploymentIndependent Living (if needed)

Measurable postsecondary goals updated annuallyAge-appropriate transition assessmentTransition servicesCourse of studyAligning annual IEP goalsEvidence student was invited to IEPEvidence of coordination 10

Indicator 13 Checklists11Form AIndicator 13 Checklists12Form B

Indicator 13 Checklists13Form B

Indicator 13 Checklists14

Form S(Shelley Hardins form)1415Make sure you address ALLquestions on the Indicator 13 checklist onEVERY IEP!1. Is there an appropriate measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?NOTES: There must be a PSG that covers education/training and employment, and, when applicable, independent living for all students age 13 and above. PSGs are observable, measureable, and based on an outcome, not a process. PSGs take place post-secondary (after graduation) and should not include information about what they are currently doing or plan to do in high school. PSGs must be reasonable (in regards to the childs ability) and individualized to each student.

Does the PSG address:___ Education/Training___ Employment___ Independent Living (when appropriate)16Post Secondary GoalsMeasurable = CountableIdentifies an outcome, not a processOne goal for each adult outcome areaAdult Outcome AreasEducation or Training (required)Employment (required)Independent Living (when appropriate)

17Guiding Questions for writingPost-Secondary GoalsWhere is the student going to work or engage in productive activities after graduation? Where and how is the student going to continue to learn and/or develop skills after graduation? Where is the student going to live and how is he or she going to access adult services, participate in the community and have fun after graduation?

18Formula for writing Post-Secondary Goals ______ ______ will ______ ______(After high school) (Student Name) (Behavior) (Where and how)(After graduation)(Upon completion of high school)

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Post-Secondary Goals:Students with Mild DisabilitiesEducation/Training: Upon graduation from high school, Jamarreo will attend Central Piedmont Community College and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate.

Employment: Upon graduation from high school, Jamarreo will work part-time as a shop helper in his uncles shop to gain experience in the automotive repair industry.

Independent Living: After graduation, Jamarreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others safety.

20Post-Secondary Goals:Students with Moderate DisabilitiesEducation/Training: After high school, Lissette will participate in weekly instruction on independent living skills at the local Independent Living Center in her community Employment: After high school, Lissette will work on-campus part-time in the food court at the college with supports from Vocational Rehabilitation and the staff at the college.

Independent Living: After high school, Lissette will live semi-independently with a roommate in a assisted living apartment with supports provided through Disability Services)Upon completion of high school, Lissette will utilize public transportation, including the public bus and uptown trolley with time limited supports provided through Vocational Rehabilitation.

21Post-Secondary Goals:Students with Severe DisabilitiesEducation/Training: After graduation, Lilly will participate in a center-based program with an adult curriculum focused on gaining maximum social communication, daily living, and vocational skills.Employment: After graduation, Lilly will participate in a center-based program with an adult curriculum, receiving services to increase her stamina and mobility to prepare her for work.Independent Living: After graduation Lilly will use an augmentative communication device at home and the center-based program to communicate her wants, needs, and desires and to interact with her environment more independently222. Is (are) the postsecondary goal(s) updated annually?NOTES: The PLAAFP that covers the childs transnational/vocational/career(most often found in functional performance) needs must have been updated with current assessment information within one year of the development of the current IEP.

On the PLAAFP, is:___ The date within 1 year of the IEP meeting date?___ The data current and was updated since the last annual review?23

Is (are) the postsecondary goal(s) updated annually?

Example:The statement of Present Level of Academic and Functional Performance (PLAAFP) indicates that Lissettes educational goals beyond high school were considered and updated based on transition assessment information in developing this IEP

Non-example:Postsecondary goals were evident, but PLAFFP indicates Lissette passed her classes . Further the assessment data documented in the IEP (formal and informal) are two and three years old

243. Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessment?NOTES: The development of the PSGs must be based on age appropriate transition assessment which is specified in the present level section in the IEP. The age appropriate transition assessment is directly linked to the PSG and gives details as to how the IEP team determined the childs PSG.

In the PLAAFP:____ Evidence of age appropriate transition assessment is clearly stated/specified.____ There is clear linkage between the PLAAFP and the PSG.

25Transition Assessment Questions

Where is the individual presently?

Where is the individual going?

How do we get the individual there? (Colorado DPI, 2005)

26Transition AssessmentsStudent QuestionnaireCasey Life Skills

All Assessments must have some type of written documentation to prove the assessment was done!274. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?NOTES: Possible transition services include instruction, related service, community experience, development of employment other post-school adult living objectives, acquisition of daily living skills, and/or provision of a functional vocational evaluation. Transition services are individualized, coordinated sets of activities that are designed to facilitate movement towards the childs PSGs. There are no minimum or maximum or maximum number of transition services that need to be provided. For each transition service marked, there must be a coordinating annual goal (or objective) identified that addresses this specific service.Which transition services are checked?___ Instruction___ Community Experiences___ Acq. of Daily Living Skills___ Related Services___ Dev. Of Employment and Post-School Objectives___ Functional Vocational Eval.

285. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?NOTES: There must be an acceptable course of study identified that is supported by the childs diploma/certificate plan. The course of study should be one that addresses the students specific transition needs in order to prepare the student to meet their post-secondary goal upon exiting school. This program should address any areas of weakness in regards to the childs future education, employment/training, and daily living (if necessary).

Does the course of study prepare the student for their PSG in all areas addressed?___ Education___ Employment/Training___ Daily Living

296. Is (are) there annual IEP goal(s) related to the students transition services needs?NOTES: There must be an observable, measureable annual goal (or an objective) that addresses each of the planned transition services that are checked in section I of the IEP under transition service needs.

The annual goals:____ Are measurable.____ Address each transition service checked in Section II of the IEP

30Annual IEP Goal QuestionsWhat skills and knowledge must the student attain this academic year that are necessary for achieving the identified post-secondary goals? What skills and knowledge does the student currently have that support their post-secondary goals?

31Formula for writing a measurable goal32

7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?NOTES: When transition services are discussed for any child age 13 and up, the student must be invited to the meeting. Proof of invitation may include: IEP invitation letter, meeting minutes, etc. The district must maintain documentation that this has occurred.

Is there evidence the child was invited by:___ Invitation letter___ Meeting minutes___ Other ________________

33Invitation to StudentFor the current year, is there evidence in the IEP or cumulative folder that the student was invited to attend the IEP team meeting?

Example:A letter, inviting the student to the IEP meeting, is in the students file.

Non-example:A box is checked indicating that the student did not attend the IEP meeting.While student attendance is not a component of this item, there is no indication in this documentation that the student was invited prior to the meeting.

348. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?NOTES: When an outside agency is invited to the development of the IEP, written consent must be obtained by the parent prior (or the student, if they are 18 or older) to the invitation. The district must maintain documentation that this has occurred.35Evidence of Agency CoordinationAre there transition services listed on the IEP that are likely to be provided or paid for by an outside agency?

If so, include:Agencies identified that would provide or pay for post-secondary servicesEvidence of parent consent (or student consent at age of majority) to invite agencies Evidence that agencies were invited to the IEP meeting

362. Know your students!How can you know your students?373. Ask Questions!!!!How can you know your students?38Lets Practice!!!

39Post-Secondary GoalsTime Allotment:5 minutes

Materials:Example and non-example response cards

Facilitators Notes:This is a transition slide to begin the response card activity, which will give participants the opportunity to practice identifying examples and non-examples of measurable postsecondary goals.We have one last activity. Please take out your green example response card and red non-example response card. We are going to practice identifying examples and non-examples of measurable postsecondary goals.I will give you a goal and when I signal example or non-example, you will raise your response card answer.I will then provide you with the correct answer and tell you why or why not the goal is an example or non-example of a measurable postsecondary goalLets begin

3940After graduation from high school, Allison will attend a 4-year Liberal Arts College and take coursework leading to a major in the area of Child Development

This goal meets NSTTAC Indicator 13 (I-13) standards for item #1 for the following reasons:Participation in postsecondary education is the focus of this goal.Obtaining a degree at a college can be observed, as Allison gets a degree or does not.Obtaining a college degree occurs after graduation from high school.Education/TrainingExampleTime Allotment:1.5 minutes


Facilitators Notes:Read postsecondary goalCards upProvide participants positive reinforcement whether correct or incorrect response is givenIf majority of participants responses are incorrect, provide positive reinforcement and corrective feedback.Finally, read to participants the reason the goal meets or does not meet indicator 13

4041After leaving high school, Rolandas family plans to apply for habilitative training through Medicaid Community Alternatives Program (CAP) services.

These goals do not meet I-13 standards for Item #1 for the following reason:Plans does not indicate an explicit behavior by the student that will occur after high school that can be observed as occurring or not occurring.Education/TrainingNonExampleTime Allotment:1.5 minutes



42Allison wants to take a CPR/first aid class after high school.

These goals do not meet I-13 standards for item #1 for the following reasons:wants is not an observable goalNonExampleEducation/TrainingTime Allotment:1.5 minutes



43EmploymentAfter high school, Jodi will volunteer for 10 hours per week at the local hospital in the medical records department, food service department, and patient services with time limited supports of a job coach.These goals meets I-13 standards for Item #1 for the following reasons: Participation in or maintenance of employment is the focus of these goals.Expectation, or behavior, is explicit, as in Jodi continues employment, or does not.It is stated in this goal that increased employment and use of adult services will occur after Jodi leaves high school.

ExampleTime Allotment:1.5 minutes


Facilitators Notes:Read postsecondary goalCards upProvide participants positive reinforcement whether correct or incorrect response is givenIf majority of participants responses are incorrect, provide positive reinforcement and corrective feedback.Finally, read to participants the reason the goal meets or does not meet indicator 1344Within three months after graduation, Kevin will obtain a supported employment position that allows him to work to his maximum stamina and incorporates the use of assistive technology. These goals meets I-13 standards for Item #1 for the following reasons: Participation in or maintenance of employment is the focus of these goals.Expectation, or behavior, is explicit, as in Kevin continues employment, or does not and Kevin accesses adult agency service (or does not).It is stated in this goal that increased employment and use of adult services will occur after Kevin leaves high schoolEmploymentExampleTime Allotment:1.5 minutes



45Alex will work with vocational rehabilitative services to ensure community employment.These goals do not meet I-13 standards for Item #1 for the following reasons: Working with VR is not measurable as stated. The expectation for learning, or behavior, is not explicitly stated.Ensure community employment suggests a process, not an outcome.It is not clear that the activities will continue to occur, or will occur after high school.NonExampleEmploymentTime Allotment:1.5 minutes



46Stephanie will look for an apartment to live in after high school.These goals do not meet I-13 standards for Item #1 for the following reasons: Goal is not measurable as stated.Parental assistance is not a specific skill to be learned by StephanieLooking for an apartment is not measurableNonExampleIndependent LivingTime Allotment:1.5 minutes



47After high school, Jodi will travel to and from work using the public transportation system with time-limited supports of a job coach or Community Alternative Program service provider.These goals meet I-13 standards for Item #1 for the following reasons: Participation in independent living skill development, specifically community participation, is the focus of this goal.Use of the bus can be measured, as in Jodi performs the necessary activities or does not perform the activities. The expectation, or behavior, is explicit, as in Jodi performs the required activities or she does not.Independent LivingExampleTime Allotment:1.5 minutes



48Upon completion of high school, Stephanie will independently prepare for work each day, including dressing, making her bed, and making her lunch.

These goals meet I-13 standards for Item #1 for the following reasons:Development of independent living skills is the focus of these goals. Preparing for work is observable, as in Stephanie demonstrates the skill or she does not. Stated that the goal will occur after Stephanie exits high school. Independent Living

Example

Time Allotment:1.5 minutes


Facilitators Notes:Read postsecondary goalCards upProvide participants positive reinforcement whether correct or incorrect response is givenIf majority of participants responses are incorrect, provide positive reinforcement and corrective feedback.Finally, read to participants the reason the goal meets or does not meet indicator 13Online ResourcesNational Secondary Transition Technical Assistance Center (NSTTAC)http://www.nsttac.org/

South Carolina Department of Education http://ed.sc.gov/

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District Contact Information5051Annual IEP GoalsAsk yourself these questions.What skills and knowledge must the student attain this academic year that are necessary for achieving the identified post-secondary goals? What skills and knowledge does the student currently have that support their post-secondary goals?

5253Jamarreo54Postsecondary Independent Living Goal: After graduation, Jamarreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others safetyAnnual IEP Goal: Given computer/video enacted role-plays of legal and illegal activities, Jamarreo will categorize activities with 80% accuracy by March of 2009Time Allotment:2 minutes

Materials:None

Facilitators Notes: Remember Jamarreos postsecondary goal in independent living?Read postsecondary goal. This is an annual IEP goal that supports the postsecondary goal in independent living.This annual goal meets I-13 standards for Item #6 for the following reason:Annual goals will be accomplished by Jamarreo while in high school to prepare him for living independently after high school.Annual goals focus on skills and knowledge to be mastered, that are measurable. Goals include a condition, measurable behaviors, criteria, and a timeframe.

54Students with Moderate DisabilitiesAnnual IEP GoalsTime Allotment:0.5 minute

Materials:None

Facilitators Notes:This is a transition slide introducing examples of annual IEP goals for students with moderate disabilities.

55LissettePostsecondary Education/Training Goal: After high school, Lissette will participate in weekly instruction on independent living skills at the local Independent Living Center in her community Annual IEP Goal: Given small group instruction on hand washing, a task analysis, and self-monitoring sheet, Lissette will demonstrate how to appropriate wash her hands with 100% accuracy as measured by the number of correct steps completed on the task analysis during the duration of the IEP.

Time Allotment:2 minutes

Materials:None

Facilitators Notes: Remember Lissettes postsecondary goal in education/training?Read postsecondary goal. This is an annual IEP goal that supports the postsecondary goal in education/training.These goal statements meet I-13 standards for Item #6 for the following reasons:

Goal one is focused on Lissettes acquisition of safety skills that will support her enrollment in a postsecondary culinary arts non degree program.Goal two is focused on Lisettes acquisition of safety skills that will support post-secondary goal of continued life skills instruction.Goals include a condition, measurable behaviors, criteria, and a timeframe.56LissettePostsecondary Employment Goal: After high school, Lissette will work on-campus part-time in the food court at the college with supports from Vocational Rehabilitation and the staff at the college.

Annual IEP Goal: Given direct instruction for completing a job application, guided practice, and personal information, Lissette will complete an application with 100% accuracy by the end of the 2nd school semester.


Materials:None

Facilitators Notes: Remember Lissettes postsecondary goal in employment?Read postsecondary goal. This is an annual IEP goal that supports the postsecondary goal in employment.These goal statements meet I-13 standards for Item #6 for the following reasons:Preparing for employment is the primary focus of this goal. Using a telephone successfully is an important skill for a person who will maintain employment.Goals include a condition, measurable behaviors, criteria, and a timeframe.

5758Postsecondary Independent Living Goal: Upon completion of high school, Lissette will utilize public transportation, including the public bus and uptown trolley with time limited supports provided through Vocational Rehabilitation. Annual IEP Goal:Given a bus schedule adapted with pictures, Lissette will select the correct time and stop for five scenarios of activities presented to her with 95% or better accuracy by December of the current school year.

LissetteTime Allotment:2 minutes

Materials:None

Facilitators Notes: Remember Lissettes postsecondary goal in independent living?Read postsecondary goal. This is an annual IEP goal that supports the postsecondary goal in independent living.These goal statements meet I-13 standards for Item #6 for the following reasons:Annual goals primarily focus on supporting independent living skills.Grocery shopping is a critical independent living skill that is appropriate for Lissette to develop while in high school.Goals include a condition, measurable behaviors, criteria, and a timeframe.58Annual IEP Goals:Students with Severe Disabilities

Time Allotment:0.5 minute

Materials:

Background Information:

Facilitators Notes:This is a transition slide introducing examples of annual IEP goals for students with severe disabiilities.

59LillyPostsecondary Education/Training Goal: After graduation, Lilly will participate in a center-based program with an adult curriculum focused on gaining maximum social communication, daily living, and vocational skills. Annual IEP Goal: Given two physically or auditorally presented choices (e.g., classical music, outside noises), Lilly will manipulate a switch with her head to choose the preferred activity or item with 80% accuracy by December of 2009.


Materials:None

Facilitators Notes: Remember Lillys postsecondary goal in education/training?Read postsecondary goal. This is an annual IEP goal that supports the postsecondary goal in education/training.These goal statements meet I-13 standards for Item #6 for the following reasons:Lilly is not currently able to use an augmentative communication device effectively and learning to do so is a skill that will prepare him to participate in a habilitative and vocational training program after high school, related to all postsecondary goals.Goals include a condition, measurable behaviors, criteria, and a timeframe.60LillyPostsecondary Employment Goal: After graduation, Lilly will participate in a center-based program with an adult curriculum, receiving services to increase her stamina and mobility to prepare her for work. Annual IEP Goal: Given placement in her chair with a work table or in a stander in the classroom, Lilly will increase her stamina for exposure to multiple vocational tasks by 10% as measured by awake and content during a 20 minute session during one school semester.


Materials:None

Facilitators Notes: Remember Lillys postsecondary goal in employment?Read postsecondary goal. This is an annual IEP goal that supports the postsecondary goal in employment.These goal statements meet I-13 standards for Item #6 for the following reasons:Data from completion of the annual goal may provide Lillys IEP team with information regarding future employment options for her.Goals include a condition, measurable behaviors, criteria, and a timeframe.

61LillyPostsecondary Independent Living Goal:After graduation Lilly will use an augmentative communication device at home and the center-based program to communicate her wants, needs, and desires and to interact with her environment more independently.

Annual IEP Goal: Given physical prompts and picture schedule, Lily will manipulate a switch with her head to signal to staff it is time for her to eat lunch or snack with 80% accuracy by June 2009.


Materials:None

Facilitators Notes: Remember Lillys postsecondary goal in independent living?Read postsecondary goal. This is an annual IEP goal that supports the postsecondary goal in independent living.These goal statements meet I-13 standards for Item #6 for the following reasons:Data from completion of the annual goal may provide Lillys IEP team with information regarding future independent living needs for her.Master of this goal will assist Lily in manipulating and interacting her environment independently after graduation.Goals include a condition, measurable behaviors, criteria, and a timeframe.62

Documents

Transition Centered IEP’s In compliance with Indicator 13 Regulations