Compliance Checklist for Secondary Transition – SPP #13 · Compliance Checklist for Secondary Transition ... Defined IEP elements for SPP-13: Evidence for regulatory compliance:

Compliance Checklist for Secondary Transition – SPP #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)

To achieve compliance on this indicator an IEP Review must be able to answer “yes” to all questions.

Defined IEP elements for SPP-13: Evidence for regulatory compliance: Description of evidence for compliance/performance: Is there documentation in the student’s IEP?

1. The student was invited to the IEP Team meeting. YES NO

2. The student’s post-secondary vision (postsecondary goals) is identified, including: A YES must include evidence of each of the following:

a. Development/update of the post-secondary vision (post-secondary goals) was based upon evidence of

current transition assessment information; b. The post-secondary vision (post-secondary goals) was updated annually; and c. The post-secondary vision (post-secondary goals) is measurable.

YES NO

3. The IEP identifies current student: A YES must include evidence of each of the following:

a. Academic Achievement; b. Functional Performance; and c. Transition Related Needs.

YES NO

4. The IEP identifies transition services (including courses of study) that align with the post-secondary vision (postsecondary goals).

YES NO

5. If any agency is likely to provide/pay for transition services:

a. Prior consent to invite any agency(s) was obtained from parent (or student if he/she has reached age of majority).

b. A representative from identified agency(s) was invited to the IEP Team meeting

YES NO

N/A

Reason must be documented

6. The IEP identifies at least one measurable annual IEP goal aligned with the postsecondary vision (postsecondary goals).

YES NO

State Performance Plan

Indicator 13: Secondary Transition

Training Manual

Michigan Department of Education Office of Special Education and

Early Intervention Services

Michigan Department of Education Office of Special Education and Early Intervention Services

SPP Indicator 13: Secondary Transition Training Manual Rev. 3/25/2010

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Purpose of this Training Manual

The intent of this document is to provide content for training ISD transition coordinators, ISD monitors, staff, and administrators for the State Performance Plan (SPP) Indicator 13: Secondary Transition data collection. For this training, each person will need a copy of:

the Compliance Checklist for Secondary Transition – SPP-13; this manual, State Performance Plan Indicator 13: Secondary Transition,

Training Manual; and sample individualized education programs (IEPs) from their

district/intermediate school district (ISD) (carefully remove all identifying information).

Training Tips

Follow these steps to learn/teach how to use the checklist to assure a high rate of reliability:

Read all materials carefully. Determine the appropriate method of training for your local education

agency (LEA), ISD, or other groups, such as: • Group presentation with practice • Individual work with practice

Read or present slides with information provided on PowerPoint/CD.

Data collection questions can be addressed to Craig Wiles, Public Sector Consultants, at 517-484-4954 or [email protected]. Questions on how to complete the checklist can be addressed to Chuck Saur, at 517-490-5926 or [email protected].

State Performance Plan Indicator 13: Purpose of Data Collection The State Performance Plan (SPP) is a required element of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. In 2005 the federal Office of Special Education Programs (OSEP) changed the annual special education reporting process for states. States now have to provide data and six-year improvement plans for specific performance indicators.

SPP Indicator 13 deals with secondary transition and specifically requires data collection on:

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



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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))

Sampling Plan Who collects this data? You may choose to collect this data based on your existing resources and professional judgment. One option would be to involve a review team including individuals such as:

ISD transition coordinators ISD monitors Special education teachers Transition specialists at LEA Local special education directors/designees Least restrictive environment (LRE) coordinators

Questions: Introduction

We are collecting this compliance data to facilitate the quality improvement process needed to ensure compliance with SPP Indicator 13. There are five items designed to assess compliance; each item explores a specific element of Indicator 13.

1. The student was invited to the IEP Team meeting.

2. The student’s post-secondary vision (post-secondary goals) is identified, including:

a. Development/update of the post-secondary vision (post-secondary goals) was based upon evidence of current transition assessment information;

b. The post-secondary vision (post-secondary goals) was updated annually; and

c. The post-secondary vision (post-secondary goals) is measurable.

3. The IEP identifies the student’s current: a. Academic achievement; b. Functional performance; and c. Transition related needs.

4. The IEP identifies transition services (including courses of study) that align with the post-secondary vision (post-secondary goals).

5. If any agency is likely to provide/pay for transition services:



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a. Prior consent to invite any agency(s) was obtained from parent

(or student if he/she has reached age of majority). b. A representative from identified agency(s) was invited to the IEP

Team meeting

6. The IEP identifies at least one measurable annual IEP goal aligned with the post-secondary vision (post-secondary goals).

To achieve compliance on this indicator an IEP review team must be able to answer “yes” to all six items. The premise of this data collection is that providing coordinated, measurable, annual IEP goals and transition services will ensure that the student receives the intended educational benefit.



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Instructions for Completing the Checklist

B13 Checklist Item 1. The student was invited to the IEP team meeting.

Criteria from our student’s perspective: Is there documentation of an answer to their question:

• Was I invited to my IEP Team meeting? Criteria for Indicator B13: Is there documentation of meeting the minimum standards? …must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed.

• The LEA must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b). [34 CFR 300.321(b)] [20 U.S.C. 1414(d)(1)(B)]

• If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child's preferences and interests are considered.

• For a child with a disability 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, the notice also must--(i) Indicate--(A) That a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with Sec. 300.320(b); and (B) That the agency will invite the student; and

Evidence for compliance: For checklist compliance:

• Evidence that student was invited prior to IEP. (note of verbal invite; phone log; invitation; form, etc) 300.221b(1)

• If the child does not attend the IEP Team meeting, there must be evidence of other steps to ensure that the child's preferences and interests are considered. 300.321(b)(2)

To meet IDEA standards and full compliance:

• Parent notice must state the LEA will invite the student to the IEPT meeting.

• Student listed as attendee is not sufficient evidence in absence of: ο Proper notice and

http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CD%2C300%252E322%2Cb%2C2%2Ci%2CA%2C

http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CD%2C300%252E322%2Cb%2C2%2Ci%2CB%2C



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ο Invitation to IEPT meeting

Corrective action: • Review/revise procedures for provision of proper notice and/or

invitation • Provide assurance for this and all students that proper notice is

provided.

B13 Checklist Item 2. The student’s postsecondary vision (postsecondary goals) is identified, including:

a) Development/update of the post-secondary vision (post-secondary goals) was based upon evidence of current transition assessment information;

b) The post-secondary vision (post-secondary goals) was updated annually; and

c) The post-secondary vision (post-secondary goals) is measurable. Criteria from our student’s perspective: Is there documentation of an answer to their question:

• Where am I going to live? • What occupation or career am I going to have? • How will I become part of the community? • Will I need additional school or training? • What are the specific requirements to achieve my postsecondary

goals? • How can I make my vision of postsecondary life clearer this year? • Is my EDP up to date and reflective of what I need this year?

Criteria for Indicator B13: Is there documentation of meeting the minimum standards? …16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment

• A postsecondary goal is “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)” (IDEA 2004 Part B Regulations, §300.320(b))

Evidence for compliance:

• Statement(s) that describes student’s post-secondary vision (PSV) that has outcome-orientation and is measurable, so it answers the question: Could you observe the attainment of the student’s vision,



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after they left school? Vision refers to measurable postsecondary goals that: ο Considers future employment, and/or future training or education

and, if appropriate, a vision of independent living. • A “none” or “don’t know” response from student must show

appropriate steps to clarify/explore options. At least one citation of age-appropriate transition assessment data must be documented. Could include: ο Education Development Plan (EDP) ο Career exploration programs ο Formal assessment (ESTR, TPI, etc.) ο Informational interviews/observation

• Evidence of updated PSV. (Could be comparison to previous IEP, or notation to show update)

• Reference to student PSV, cited in current/updated EDP would be sufficient documentation for this item.

Corrective action:

• Reconvene IEP, or if appropriate, do an addendum to IEP.

B13 Checklist Item 3. The IEP identifies the student’s current:

a) Academic achievement;

b) Functional performance; and

c) Transition related needs.


• How are my current academic classes going? What are my grades? • How are my functional (including vocational) skills? • Do I have and use the accommodations I need? • Have the accommodations from my previous IEP been helpful • Are there any other things I need to plan for when I look at my post-

school vision? Criteria for Indicator B13: Is there documentation of meeting the minimum standards? …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



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• A statement of the child’s present levels of academic achievement and functional performance, including—(i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children) )” (IDEA 2004 Part B Regulations, §300.320(b))

Evidence for compliance: Statements of current Academic achievement and functional performance, aligned with updated student’s postsecondary vision, and based on:

• Baseline data of both academic and functional performance that describes current levels of performance, relative to student’s postsecondary goals for training, education, employment and, where appropriate, independent living skills.

• Identification of transition-related need(s), relative to student’s postsecondary vision.

Corrective action:


B13 Checklist Item 4. The IEP identifies transition services (including courses of study) that align with the post-secondary vision (post-secondary goals).


• What do I need to learn to reach my vision? • What course(s) of study should I take in school that will move me

closer to my vision? • What credits do I need? • Will I need a diploma to achieve my vision? • What skills do I need to reach my vision, according to the assessments

I’ve taken? • Are my course(s) of study (school classes/programs listed in my EDP)

aligned with my vision of my postsecondary life? • Has the point I will be ready to leave school been identified? • When will I graduate? • Am I aware of what community agencies can help me? • Do I have contact information from community agencies that can help

me? • Do I know how to apply for agency services? • Have I found out if I am eligible for agency services?



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Criteria for Indicator B13: Is there documentation of meeting the minimum standards? …transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals

• Transition services: a coordinated set of activities for a student with a disability that: ο Is within a results-oriented process, 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, including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation;

ο Is based on the individual child’s needs, taking into account their strengths, preferences, and interests;

ο 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. Public Law No. 108-446, 20 U. S. C. 1400, H. R. 1350.

• Courses of study are defined as a multi-year description of coursework to achieve the student’s desired post-school goals, from the student’s current to anticipated exit year. Source: Storms, J., O’Leary, E., & Williams, J. (2000).

Evidence for compliance: Student’s course of study is defined:

• Course of Study: Courses and educational experiences that align to the student’s postsecondary vision (goal/s)

ο For many students, course of study is the long term plan for

determining general education courses (Michigan Merit Curriculum and electives like auto mechanics, computer assisted drawing, etc). The intent is to support the student’s postsecondary PSV with the academics and other courses that align with the PSV and will eventually lead to the attainment of a diploma and the PSV.

ο For some students that have moderate to severe disabilities, the course of study would be a long term plan in more generalized content areas like independent living, self determination, vocational skills, social skills, etc

• Discovery or skill-building activities identified in student’s EDP would meet requirement of “one additional transition activity and/or service’’ when identified and cited. (w/ copy of EDP in file).



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• Indication that student will be taking a course of study leading to a diploma or school completion plan with statement of alignment to PSV is sufficient course of study statement

• Identification of at least one other transition activity and/or service that meets an identified transition need, and will assist student to achieve PSV.

Corrective action:


B13 Checklist Item 5. If any agency is likely to provide/pay for transition services:

a) Prior consent to invite any agency(s) was obtained from parent (or student if he/she has reached age of majority);

b) A representative from identified agency(s) was invited to the IEP Team meeting.


• Are there any community agencies involved in helping me this year? • Were people from community agencies invited to my IEP team

meeting? • Have I or my parents (if under 18) given the OK to have anyone from

an agency attend my IEP? • Does the community agency know when I will graduate? And/or the

point I will be ready to leave school? Criteria for Indicator B13: Is there documentation of meeting the minimum standards? …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

• (1) In accordance with paragraph (a)(7) of this section, the public agency must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under § 300.320(b).

• (2) If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered.

• (3) To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the



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requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

Evidence for compliance:

• Identification of any agency likely to provide or pay for transition services, and evidence the representative was invited with consent. (Check PLAAFP for any transition-related need)

ο Evidence of consent from the parent (or age of majority student) to

invite an outside agency to each IEP. This means that each time you plan an IEP AND you want to invite an outside agency that is likely to pay for or provide a service, you must get consent before you invite them to the meeting.

• For N/A, there must be evidence that student need was being met without agency assistance (age, lack of non-school-based support needs): ο Verify IEP has no indication of need of participation of outside

agency ο Interview member of IEP team to verify (document result of

interview) • Note: Blanket consent to future IEPs is not acceptable

Corrective action:

• Review/revise procedures for provision of proper consent to invite agency personnel.

• Provide assurance for this and all parents/students that proper consent is obtained.

B13 Checklist Item 6. The IEP identifies at least one measurable annual IEP goal aligned with the post-secondary vision (post-secondary goals).


• What skills do I need to help me in school, in in the community, and to reach my vision, according to the assessments I’ve taken?

• What are my annual goals/objectives, and will they help me reach my vision?

Criteria for Indicator B13: Is there documentation of meeting the minimum standards? …and annual IEP goals related to the student’s transition services needs…



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• (2)(i) A statement of measurable annual goals, including academic and functional goals designed to—

ο (A) Meet the child’s needs that result from the child’s disability to

enable the child to be involved in and make progress in the general education curriculum; and

ο (B) Meet each of the child’s other educational needs that result from the child’s disability...

Evidence for compliance: Inclusion of at least one annual IEP goal that is aligned with achievement of the student’s PSV. Identification of this goal includes:

• It is measurable • Goal promotes progress towards PSV.

Corrective action:




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APPENDIX: Statutory Requirements and Additional Definitions

Statutory Requirements for Items: Excerpted from Individuals With Disabilities Education Improvement Act of 20041, SECTION 602, DEFINITIONS.

(34) TRANSITION SERVICES: The term “transition services” means a coordinated set of activities for a child with a disability that—

(A) 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, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

(C) 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.

SECTION 614. EVALUATIONS, ELIGIBILITY DETERMINATIONS, INDIVIDUALIZED EDUCATION PROGRAMS, AND EDUCATINAL PLACEMENTS.

(d) INDIVIDUALIZED EDUCATION PROGRAMS (1) DEFINITIONS

(A) INDIVIDUALIZED EDUCATION PROGRAM (VIII) beginning not later that the first IEP to be in effect when the child is 16, and updated annually thereafter— (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; (bb) the transition services (including course/s of study) needed.

Section 614(d)(1)(A)(i)(VIII)(aa)

[Documentation that there are] measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.

1 Public Law 108-446, 108th [Congress. Online, accessed 4/8/08.] Available: http://www.copyright.gov/l egislation/pl108-446.pdf.



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Section 614(d)(4)(A)(i)

(4) REVIEW AND REVISION OF IEP.-- (A) IN GENERAL.--The local educational agency shall ensure that, subject

to subparagraph (B), the IEP Team-- (i) reviews the child's IEP periodically, but not less frequently than

annually, to determine whether the annual goals for the child are being achieved;

Additional definitions Adult Living—This area emphasizes activities/strategies that focus on adult living skills. These are generally those activities that are done occasionally such as registering to vote, filing taxes, obtaining a driver’s license, renting or buying a home, accessing medical services, obtaining and filing for insurance, accessing social security, etc.. Daily Living Skills—Those activities that adults do nearly every day, like preparing meals, budgeting, maintaining a residence, paying bills, raising a family, caring for clothing, and/or personal grooming. Functional Vocational Evaluation—This means the assessment process that provides information about job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed. This can include observations and formal or informal measures, and should be practical. Information gathered through a functional vocational assessment can be used to refine educational experiences, course of study, and employment activities/strategies in the statement of transition services. Employment—Activities/strategies listed in this area focus on development of work-related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. Community Experiences—The emphasis in this area is on activities/strategies that are generally provided outside the school building and that prepare the student for participation in community life. These activities should encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, and other opportunities. Related Services—The IEP Team should consider the related service needs the student may have as he or she enters the adult world. If related services will be needed beyond school, the IEP should identify linkages to agencies serving adults before the student leaves the education system. Special education–related services do not need to be repeated on the transition page. Further Education—Activities/strategies listed in this area have to do with instruction, either formal or informal imparting of knowledge or skills. The activities can include, but are not limited to, such things as broad curricular areas of needed coursework, educational experiences, skill training, etc.



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Documents

Compliance Checklist for Secondary Transition – SPP #13 · Compliance Checklist for Secondary Transition ... Defined IEP elements for SPP-13: Evidence for regulatory compliance: