Student Focused IEP Development: Meeting Indicator 13 Requirements Catherine Fowler, NSTTAC

Student Focused IEP Development: Meeting

Indicator 13 Requirements

Catherine Fowler, NSTTACBobbie Grammer, NC DPI

Exceptional Children Division

January 16, 2013

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Today’s Objectives What requirements are we expected to

meet? How do we develop IEPs and transition

components that: Satisfy the federal requirements

of Indicator 13? Reflect the strengths, needs, and

desires of our students?Empower students through

the process2

Purpose of IDEA

To ensure that all children with disabilities have

available to them a free appropriate public

education that emphasizes special education

and related services designed to meet their

unique needs and prepares them for further

education, employment, and independent living

IDEA Regulations §300.1(a)

IDEA 2004

Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include—

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and(2) The transition services (including courses of study) needed to assist the child in reaching those goals

North Carolina’s Requirements That Exceed Federal Regulations

Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team, and updated thereafter, the IEP must include a statement of initial transition components including the child’s needs, preferences and interests, and course(s) of study.

Indicator 13: 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 student’s 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. [20 U.S.C. 1416(a)(3)(B)]

Purpose: To help SEAs establish a routine/process for collecting Indicator B-13 data that are both valid and reliable.

I-13 Checklist Questions1. Is there an appropriate measurable postsecondary goal

or goals that covers education or training, employment, and, as needed, independent living?

2. Is (are) the postsecondary goal(s) updated annually?3. Is there evidence that the measurable postsecondary

goal(s) were based on age-appropriate transition assessment?

4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?

6. Is (are) there annual IEP goal(s) related to the student’s transition services needs?

7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

8. 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?

Components of Indicator 13 Checklist

• Measurable postsecondary goals• Measurable postsecondary goals

updated annually• Age-appropriate transition assessment• Transition services• Course of study• Aligned annual IEP goals• Evidence student was invited to IEP• Evidence of coordination

Seattle University - Center for Change in Transition Services, 2010

Writing Postsecondary Goals

Postsecondary Goals

• Measurable = Countable• Identifies an outcome, not a process• One goal for each adult outcome area• Adult Outcome Areas

— Education or Training (required)— Employment (required)— Independent Living (when

appropriate)

Postsecondary Goal Questions

• Where will student work or engage in productive activities after graduation?

• Where and how will student continue to learn and/or develop skills after graduation?

• Where will student live and how will he or she access adult services, participate in the community, and have fun after graduation?

A Helpful Formula will ( ___)

(After high school) (The Student) (Behavior) (Where and how)(After graduation)(Upon completion of high school)

Examples of Compliant Postsecondary Goals

Education/Training: Upon graduation from high school, Jamarreo will attend a community college.

Employment: Upon graduation from high school, Jamarreo will work in an automotive-related business.ORAfter graduation, Jamarreo will work part-time while attending community college.

Examples of Compliant Postsecondary Goals

Independent Living:

N/A (or blank)

Examples of More Descriptive Postsecondary Goals

Education/Training: Upon graduation from high school, Jamarreo will attend (Central Piedmont) Community College (and participate in the welding industry certificate program meeting therequirements to attain an Entry Level WeldingCertificate).

Employment: Upon graduation from high school, Jamarreo will own his own automotive repair business. ORAfter graduation, Jamarreo will be employed part-time in his uncle’s auto body shop.

Examples of More Descriptive Postsecondary Goals

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).

Jamarreo’s Non-Examples

• Jamarreo will apply to the industry certificate program at CPCC in high school

(not post-school)• Jamarreo wants to become an

entrepreneur (not measurable)• Jamarreo wants a less visible hearing

aid (“wants” ≠ a measurable outcome)

Examples of Compliant Postsecondary Goals

Education/ Training: After graduation, Rolanda will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports.

Examples of Compliant Postsecondary Goals

Employment: After graduation, Rolanda will be self-employed and do volunteer work.

Examples of Compliant Postsecondary Goals

Independent Living: After graduation Rolanda will participate in activities in the community

Examples of More Descriptive Postsecondary Goals

Employment: (Immediately) after graduation, Rolanda will receive job development services (from vocational rehabilitation or a community rehabilitation program) and then will participate in technologically supported self-employment or volunteer work (within 1 year of graduation).

Examples of More Descriptive Postsecondary Goals

Employment (another): The summer after high school, Rolanda will volunteer (with supports from CAP, for The performing Arts Center during their summer performance series handing out programs to guests).

Examples of More Descriptive Postsecondary Goals

Independent Living: After graduation Rolanda will participate in community-integrated recreational/leisure activities (related to music, movies, and art at movie theaters, concerts at the local community college, art and craft museums downtown, and the entertainment store at the mall).

Let’s Practice

Write a post secondary goal in education for the following case study.

John is a 16 year old student who demonstrates strengths related to managing money, but struggles with use of calendar or other planners. In reading, teacher records indicate that John (who’s diagnosed with specific learning disabilities) reads at an eighth grade level with fluency, but struggles with oral reading comprehension and written expression. John has not been absent a single day during his Freshman and Sophomore years in high school. He likes school, but reports that he’s embarrassed by his disability. According to a career interest inventory and follow-up conversations with his case manager, he is most interested in the careers related to business data processing and medical technology.____________ _______ will ______ ______

(After high school) (The Student) (Behavior) (Where and how)(After graduation)(Upon completion of high school)

Did you come up with some Similar?

John is a 16 year old student who demonstrates strengths related to managing money, but struggles with use of calendar or other planners. In reading, teacher records indicate that John (who’s diagnosed with specific learning disabilities) reads at an eighth grade level with fluency, but struggles with oral reading comprehension and written expression. John has not been absent a single day during his Freshman and Sophomore years in high school. He likes school, but reports that he’s embarrassed by his disability. According to a career interest inventory and follow-up conversations with his case manager, he is most interested in the careers related to business data processing and medical technology.

After High School John

attend classes at Ocean County Community College working towards a degree in

computer science

____________ _______ will ______ ______(After high school) (The Student) (Behavior) (Where and how)(After graduation)(Upon completion of high school)

Postsecondary Goal Reviewed Annually (#2)

Each postsecondary goal must be reviewed as part of the IEP review annually

Age-Appropriate Transition Assessment

(item #3)

Transition Assessment: What is it?

Transition Assessment

“…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)”

(The Division on Career Development and Transition of the Council for Exceptional Children)

The First Step

Transition AssessmentFirst step in process of writing:

Measurable postsecondary goalsTransition servicesAnnual IEP goal

Transition Assessment

Employment

Education/ Training

Independent Living

Should Address Three Areas

Transition Assessment Areas

• Self-Determination Skills• Independent Living Skills• Career & Vocational Interests

& Skills• Academic Skills

Individuals in the Assessment Process

• Special Ed. Teachers• Guidance Counselors• Vocational Evaluators• CTE Educators• Rehabilitation

Professionals• Vocational Support

Service Personnel• Students

• School Psychologists• Social Workers• Employers• Job Coaches• Transition

Coordinators• Case Managers• Parents

Transition Assessment Documentation

• Source and date• Indicates current interests,

preferences, & strengths • Relevant to future

• Can document in Present Level of Academic and Functional Performance or Student Profile Page

• According to the WAIS-R administered on 09/10/10, Jamarreo’s performance IQ is in the high average range while his Verbal IQ is in the low average range.

• An audiological report was completed as part of the three year reevaluation.

• Jamarreo reported to his special education case manager on 11/22/12 during an informal interview that he has worked part-time in his uncle’s metal shop for the past year and is interested in welding as a career.

• Parent interview indicated concerns about illegal activity (racing cars with friends)

Jamarreo

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proficiency on all end-of-course exams for 10th and 11th grades.

audiological – 03/15/12 – hearing loss.

informal interview with family – 08/31/12 – hope for autobody work, concern about peer influences

Self Directed Search - 10/30/12 - strengths in the area of mechanical work

Jamarreo (in NC)

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anecdotal records indicate that Rolanda is curious; stays alert and awake throughout the school day; seems to enjoy activity around her

portfolio assessment indicates that Rolanda accesses the general education curriculum through extension activities

she uses simple one-button communication devices with assistance

physical therapy evaluation and reports from her pediatrician state she uses a manual wheelchair dependently and requires a 2-person lift or mechanical device for all transfers

Rolanda

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a family interview indicated that Rolanda’s parents are currently able to care for her physical needs, but know that one day her needs will become too physically demanding

the family interview also noted that Rolanda enjoys music and her parents take her to activities in the community that allow them to enjoy concerts, performances as frequently as possible – they’ve all gone to the American Idol “summer tour” the past 4 summers

Rolanda is an only child

Rolanda

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Teacher notes: November 1 – 14, 2012 - stays alert and awake throughout the school day; seems to enjoy activity around her

portfolio assessment – April, 2012 - accesses the general education curriculum through extension activities

SLP notes – 11/30/12 - uses simple one-button communication devices with assistance

PT eval – 09/07/11 - manual wheelchair required

Medical records – high school enrollment - requires a 2-person lift for transfers

Rolanda (in NC)

Possible Timeline for Transition Assessment

• 8th grade ~ Dream Sheet, Parent Questionnaire

• 10th grade ~ Career Interest (and Performance) Inventories and Observations, Self-Determination Assessment and/ or Independent Living Assessment

• 12th grade ~ more specific assessments

Tips• Age-appropriate• Data gathered for “next steps” • Occur in environments that resemble actual

setting for skill• Data verified by more than one method of

assessment • Data collected over time • Use information that’s already being collected• Individualized process

Considerations

• Student engagement in the process• Youthhood• iTransition at PENET.org• Zarrow Center resources (Jim Martin)• Portfolio systems for college planning

(every state has this)• Students with severe disabilities

• Time• Resource, study skills, social studies,

English, language arts…what else?• Documentation

Transition Services # 4

• Should focus on academic and functional achievement to facilitate movement from school to post-school life

• For each postsecondary goal, transition services can include:— Instruction— Related Services— Community Experience— Development of Employment and Post-

School Objectives— Acquisition of Daily Living Skills (if

appropriate)— Functional Vocational Evaluation (if

appropriate)

Transition Services

Think about activities you did in high school…

Aspel, 2010

Transition Services

• Transition services are a “coordinated set of activities” leading toward the measurable postsecondary goals.

• Transition services are not annual goals; they are

• the activities/strategies/steps/actions that the community of adults provides to help the student achieve his/her postsecondary goals.

• Includes the activity to be completed that year, the person/ agency responsible, and the anticipated date of completion

IEP Training and File Review Manual, CO DOE, 2011

Jamarreo

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Instruction• Social skills training/ EC teacher/ June 7• Instruction related to on the job safety/ mechanics

teacher & uncle/ April 30• 2 hour self-advocacy training course/ counselor/

February 20Related Services or Daily Living Skills• Hearing Aid Maintenance/ audiologist/ June 7Development of Employment & Post-School• Work-based instruction with a local welder/ job

coach & Jamarreo/ March 31• Referral to Medicaid for augmentative

communication device coverage (i.e., hearing aid)/ EC teacher and mother/ April 30

Rolanda

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Instruction• Self-care skill instruction/ EC teacher, OT,

parents/ October 31Community Experiences• Community-based independent and

community living instruction/ EC teacher, CAP worker, parents/ October 31

• Visits to recreational agencies/facilities in the community/ parents/ June 7

Related Services• Speech therapy services for training in use of

augmentative communication device/ SLP/ April 30

Rolanda

Development of Employment and Post-School• Evaluation for determination of devices to

increase independence in home and center-based environment/ SLP, OT, parents/ June 7

• Meeting with SSI representative to determine possible financial benefits/ parents/ June 7

• Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive behavior, career interest, and career skills/ EC teacher, parents/ June 7

Reminders• Responsibility can be assigned to parent,

outside agency, student, or school personnel• Consider all key players Transition services must be specific and

individualized for the student. What are the unique needs for this student with disabilities that must be addressed to help him/her

reach the goals? They should not include what every other student is also receiving

IEP Training and File Review Manual, CO DOE, 2011

Courses of Study # 5

Courses of Study

A multi-year description of coursework to achieve the student’s desired post-school goals from the student’s current to anticipated exit year

(Storms, O’Leary, & Williams, 2000)

Courses of Study Aligned with Post-Secondary Goals

Questions to Ask

• Is a course of study identified?• Is the student’s course of study

preparing them for their postsecondary goals?

• Do all IEP team members know what courses will be completed between IEP date and expected exit?

CoS for Jamarreo & Rolanda

• Jamarreo: Future Ready Core Course of Study

• Rolanda: Extensions of the Standard Course of Study and Pursuing Graduation Certificate

• all team members should know what courses are required and where students are in completing course requirements

Aligning Annual IEP Goals # 6

Annual IEP Goals

• For each post-secondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post-secondary goals.

Jamarreo

Postsecondary Education/Training Goal: • 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.

Annual IEP Goal: • Given small group instruction on shop safety skills

using a task analysis, Jamarreo will demonstrate appropriate safety skills in shop class with 100% accuracy during the duration of the IEP. (alignment with career tech. standards)

Jamarreo

Postsecondary Employment Goal: • After graduation from high school, Jamarreo will

own an automotive repair business.

Annual IEP Goal: • Given direct instruction for completing a small

business license application, guided practice, and personal information, Jamarreo will complete an application with 100% accuracy by the end of the 1st school semester. (note alignment with state standard for written expression)

Jamarreo

Postsecondary 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’ safety

Annual IEP Goal: • Given computer/video enacted role-plays of

legal and illegal activities, Jamarreo will categorize activities with 80% accuracy (note alignment with state standard for interpreting texts)

Rolanda

Postsecondary Education/Training Goal: After graduation, Rolanda will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports.

Annual IEP Goal: Given a board displaying four choices of classroom and community topics (e.g., instructional activities, work-based instruction activities, locations in the school, movies, music, locations in the community, people), Rolanda will use a pointer, affixed to a head-piece to select the activity or item in which she wants to engage with 80% accuracy by December of 2011.

Rolanda

Postsecondary Employment Goal: After graduation, Rolanda will receive job development services and then will participate in technologically supported self-employment or volunteer work…

Annual IEP Goal: Given 2 job shadowing experiences in different career clusters, Rolanda will identify her likes and dislikes of career type by completing a job site picture interest survey and choosing her preferences by selecting from a choice of 3 pictures during the duration of this IEP.

Rolanda

Annual IEP Goal:Given multiple vocational tasks in the classroom, Rolanda will increase her productivity by 20% as measured by time on task during a 30 minute training session during one school semester.

Rolanda

Postsecondary Independent Living Goal: After graduation, Rolanda will live at home and participate, to the maximum extent possible, in her daily routines and environment through the use of assistive technology (e.g. feeding, dressing, bathing, activating small appliances / media devices, choice making, etc).

Annual IEP Goal: Given daily classroom routines for practice and a verbal prompt, Rolanda will raise her arms to assist in lifting, dressing, and hand washing on 80% of occasions for the duration of the IEP.

Invitation to Student # 7

Invitation to Student

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

Invitation to Student

Example:• A letter, inviting the student to the IEP

meeting, is in the student’s 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.

Why the Emphasis on Self Determination(SD)?

Individuals who score higher on measures of SD have more positive adult outcomes (e.g., better employment, better living situations)

Research is emerging regarding the relationship between SD and positive school experiences (e.g., higher grades, attendance, fewer behavior problems).

Approaches for Promoting SD in Students

1. Student-driven IEP and transition planning.a. Making sure the student attends and is

PREPARED to participateb. Important step in transferring decision-

making powerc. Teaching students about the IEPd. ALL students are capable of participating

1. Directly teaching skills or enhancing knowledge

2. Embedding instruction into the general curriculuma. Essay on disabilityb. Outline or paragraph with steps to meet a

goalc. Addressing technology and language arts

standards while developing a PPT to prepare for IEP meeting

3. Person-centered Planning

Approaches for Promoting SD in Students

Evidence of Coordination # 8

• Are 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 services

— Evidence of parent consent (or student consent at age of majority) to invite agencies

— Evidence that agencies were invited to the IEP meeting

Evidence of Agency Coordination

Agencies to invite for Jamarreo and Rolanda

• Jamarreo: vocational rehabilitation, community college

• Rolanda: vocational rehabilitation, adult service agenc(ies)

• ???

NSTTAC Indicator 13 Resources

• Indicator 13 Checklists • I-13 Training Materials• Transition Assessment Toolkit• I-13 Presenter Guides• Transition Assessment Presenter Guide

www.nsttac.org

Transition Assessment Guidance

www.nsttac.org, Transition Assessment Guide; National Map (Iowa, North Dakota, & West VA)

http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html

Transition Coalition www.transitioncoalition.com

Contact Us

Catherine H. Fowler, chfowler@uncc.eduBobbie Grammer,

bobbie.grammer@dpi.nc.gov

www.nsttac.org http://ec.ncpublicschools.gov/