IEP Team Members Secondary Transition Toolkit Training The ...€¦ · !Identifies measurable post secondary goals in employment, postsecondary education/training and where appropriate,

Secondary Transition Toolkit Training

The Next Generation

2012-2013

• IEP Team Members • Present Levels of Academic Achievement and

Functional Performance • Goals

– Measurable Postsecondary Goals – Annual

• Courses of Study • Transition Services • Interagency Partners • State Reporting

Overview of the Day

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Purpose

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Assists students in identifying and achieving their long range goals. • Increases graduation rates • Increases enrollment in postsecondary

education. • Increase competitive employment rates. • Increases independent living skills.

Quality Transition Planning

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! Assists students and their families to think about their future after high school. !

! Identifies measurable post secondary goals in employment, postsecondary education/training and where appropriate, independent living. !

! Provides experiences for the student to gain skills and connections necessary to achieve post-school outcomes.

Secondary Transition Planning

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The What, When, Why and Who of Transition

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• During grade 9, the plan must address the student's needs for transition from secondary services to postsecondary education and training, employment, community participation, recreation, and leisure and home living.

Minnesota Statute 125A.08(b)(1)

Legal Foundation: When

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• For each pupil, the district shall conduct an evaluation of secondary transition needs and plan appropriate services to meet the pupil’s transition needs.

• The areas of evaluation and planning must be relevant to the pupil’s needs and may include work, recreation and leisure, home living, community participation, and postsecondary training and learning opportunities.

Minnesota Rule 3525.2900, Subp. 4

Legal Foundation: What

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• To appropriately evaluate and plan for a pupil’s secondary transition, additional IEP team members may be necessary and may include vocational education staff members and other community agency representatives as appropriate.

Minnesota Rule 3525.2900, Subp.4

Legal Foundation: Who

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• If an IEP Team chooses to address transition before age 16 (for example, at age 14), do the same requirements apply?

Legal Foundation: Evaluation

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• Yes, If the IEP team for a child with a disability determines that it is appropriate to address the requirements of 34 CFR§300.320(b) for a child who is younger than age 16, then the IEP for that child must meet the requirements of 34 CFR§300.320(b). !

• OSEP Q and A Document on IEPs. Evals and Re-evals. F3

Answer

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• Requirements: Transition Services – 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: ▪ Appropriate measurable postsecondary goals based

upon age-appropriate transition assessments related to – training, – education, – employment and, – where appropriate, independent living skills.


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34 CFR § 300.320(b)(c)

• Requirements: Transition Services – The transition services (including courses of study)

needed to assist the child in reaching those post secondary goals; and

– Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority.


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34 C.F.R.§320(b)(c) and 34 C.F.R.§ 300.520

• Secondary transition evaluations must be documented as part of the evaluation report. !!

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Minn.R.3525.2900, Subp.4(B)

Legal Foundation: Evaluation

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Known Compliance Issues

• Secondary transition evaluations are completed separately, but don’t incorporate existing data. !

• Secondary transition evaluations are omitted from comprehensive summary required for all evaluation reports.

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Known Solutions

• Transition must be part of a comprehensive evaluation. !

• The evaluation summary should indicate how all of the student’s information relates to needs and programming, including whatever information was gathered through the transition assessment process.

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Age-Appropriate Transition Assessments

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• Conducting Age-Appropriate Transition Assessments – Measurable Postsecondary goals must be based

on: ▪ At least two age-appropriate assessment tools. ▪ Assessments can be formal and informal.

Age-Appropriate Transition Assessment

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• Age-Appropriate Assessments – Provide baseline data; – Assist the student in identifying strengths, interests

and preferences; – Identify appropriate accommodations; – Support appropriate instruction and activities to

achieve measurable postsecondary goals.

Age-Appropriate Transition Assessment

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• Informal assessments consist of gathering existing information on a student, reviewing and compiling that data so as to make decisions about future goals.

• May include: – interviews or questionnaires; – direct observations; – curriculum based assessments; – rating scales; and/or – transition planning inventories.


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• Formal assessments are standardized and/or criterion-referenced instruments.

• Can include: – adaptive behavior and independent living

assessments; – aptitude tests; – interest assessments; – personality and preference tests; – career development measures; – on the job training evaluations; – measures of self-determination.


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• Strengths are general things the student is good at (academic strengths, basketball, singing, telling jokes, etc.)

• Interests are things, events, or people that evoke the student’s curiosity (music, art, computers, sports, rocks, etc.)

• Preferences are things, events, or people that the student chooses over others (prefers independent activities over group activities, prefers lecture style classes over project-based classes, etc.)


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Potential Age-Appropriate Transition Assessment Tools

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• Type: Adaptive Behavior Assessment • Purpose: Measures adolescents’ adaptive

behavior • Measures: Domestic Skills, Money Management,

Citizenship, Personal Planning, Transportation Skills, Career Development, Self-Management, Social Maturity, and Social Communication

http://www.riversidepublishing.com/products/risa/index.html

Responsibility and Independence Scale for Adolescents

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• The new BRIGANCE® Transition Skills Inventory (TSI) helps educators easily assess independent living, employment, and additional post-secondary skills to support transition planning for middle-and high-school students. – Determine present level of performance in transition skills – Develop transition goals and objectives for IEPs that meet

IDEA requirements – Assess a wide range of student abilities – Monitor and report progress toward transition goals – Meet reporting requirements with optional Online

Management System http://www.curriculumassociates.com/products/detail.aspx?title=BrigTSA

BRIGANCE® Transition Skills Inventory (TSI)

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• Rating scale that provides assessment leading to narrative description of strengths and possible areas of concern in five transition areas: Employment, Recreation and Leisure, Home Living, Community Participation, and Post Secondary Education.

!http://www.estr.net/publications.cfm

Enderle Severson Transition Rating Scale

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• Standardized tool that measures Work Related, Interpersonal Relations, and Social/Community Expectations. !

http://www.hawthorne-ed.com/pages/transition/t2.html

Transition Behavior Scale

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• Type: Checklist • Purpose: Measures adaptive living skills • Measures: Personal Living Skills, Home Living

Skills, Community Living Skills, and Employment Skills

• Ages: Infancy to 40+ years • Times: Approximately 60 minutes • Scoring: Hand-scoring

Checklist of Adaptive Living Skills (CALS)

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• The ESI feeds into the following scales, directly correlated to the SCANS requirements:

– Basic Skills

– Thinking Skills

– Personal Qualities

– Resource Management

– Information Skills

– Interpersonal Skills

– Systems Management

– Technology Use

• The 80-item assessment is self-scoring and self-interpreting and can be completed in 20 minutes. It includes strategies and recommendations for improving employability skills and a worksheet for setting goals.

http://www.jist.com/shop/product.php?productid=16614&cat=0&page=1

Employability Skills Inventory

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• This 36 item self-report identifies levels of concern in six areas crucial to work readiness:

– Responsibility

– Flexibility

– Skills

– Communication

– Self View and

– Health and Safety

• Self-scoring and self-interpreting, the assessment comes with a worksheet for improving one’s work readiness and takes approximately 15 minutes to complete and score.


Work Readiness Inventory (WRI)

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• The Transferable Skills Scale is a brief assessment designed to identify an individual's strongest transferable skills.

• Used by career counselors and the Department of Labor. It asks individuals to rate their skill levels on a total of 96 tasks.

• The resulting score helps define their skill levels in eight categories: Analytical, Numerical, Interpersonal, Organizational, Physical, Informational, Communicative and Creative skills.


Transferable Skills Scale

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• Newly revised. Uses pictures of individuals engaged in different occupations to measure the vocational likes and dislikes.

!http://www.creativeorgdesign.com/tests_page.htm?id=202&title=ReadingFree_Vocational_Interest_Inventory_Revised_Individual

Reading Free Vocational Interest Inventory

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◆Appropriate Behavior ◆Appropriate Dress/Appearance ◆Personal Hygiene ◆Timeliness ◆Respect for Co-workers ◆Respect for Supervisors ◆Appropriate Communication ◆Taking on Responsibility ◆Problem Solving

What are Examples of Soft Skills?

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• Minnesota's gateway to career, education, employment and business information. http://www.iseek.org/ http://www.iseek.org/careers/journey.html

• Click on 500 Careers

ISEEK

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MN Programs of Study

http://www.mnprogramsofstudy.org/mnpos/

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• The following careers are expected to grow at a faster than average rate: – Healthcare: Administration, Nursing, Physical Health,

Dentistry, Mental Health – Technology: Biotechnology, Engineering, Information

Technology – Business and Professional Services: Financial Services

(Banking, Securities, Accounting, Insurance), Human Resources, Law, Communications, Public Relations, Sales and Marketing, Food Services

– Public Service: Social Services, Education, State and Local Government

Department of Labor’s Occupational Information Network (O*NET)

Career Fields

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Road Maps for Postsecondary Education Planning. !• http://readysetgo.state.mn.us/RSG/index.html !

• https://bigfuture.collegeboard.org/

Postsecondary Education Planning

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• The O*NET Interest Profiler has 60 questions about work activities that some people do on their jobs. !– http://www.mynextmove.org/explore/ip

My Next Move

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• Going-To-College is an online resource created for teens with disabilities interested in attending college. !

• The site contains areas that take teens through planning stages from determining their strengths and interests, what to expect in college, to what you can do now to prepare.

http://www.going-to-college.org/

Going To College

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IEP Legal Foundations

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• Requirements: IEP Team Members – In addition to the mandatory members of the IEP Team, if

the purpose of the IEP Team meeting is to determine postsecondary goals and transition services, the public agency must invite the child with a disability to attend the child’s IEP Team meeting.

34 C.F.R. § 300.321(b)(1)

– 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.

34 C.F.R. § 300.321(b)(2)

Legal Foundation: Who

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• IEP Team Members – If it is appropriate and if the parent (or the child if the

child has reached the age of majority (18)) and provides consent, in implementing postsecondary goals and transition services, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

!34 C.F.R. § 300.321(b)(3)

Legal Foundations: IEP

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Legal Foundations: IEP

• IEP Team Members !

• Each meeting involves discussion of confidential information, therefore a district must seek consent every time they wish to invite an agency representative.

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(Letter to Caplan 2008) (Letter to Gray 2008)

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IEP Requirements: PLAAFP

• Purpose of the PLAAFP – Provide baseline information. – Identifies needs to be addressed in the IEP:

• Annual goals and objectives; • Special education programs and services; and • Supplementary aids, services and supports.

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• In addition to evaluation data, the PLAAFP should answer: – What are the student’s strengths, interests and

preferences? – What are the student’s unique needs that result from his

or her disability? – How do these needs affect the child’s participation and

progress in the general curriculum? – What are the parent’s concerns for the education of their

child? – What transition needs of the student must be addressed

to prepare the student for living, learning and working in the community as an adult?

IEP Requirements: PLAAFP

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What are the

students strengths,

interest and preferences

?

What are the

student’s unique

needs that result from

their disability?

How do the unique needs

affect the student’s

participation and

progress in the general education

curriculum?

What are the parent’s

concerns for the

education of their child.

What transition needs of

the student must be

addressed to prepare

for their measurable postsecondary goals?

How to Use PLAAFP

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IEP Measureable Goals

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• Two Types – Annual – Post Secondary

IEP Goals

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• Plan Backwards – The IEP team starts with the measurable post-school

goals in mind, and identifies what the student will need to do the year prior to graduation, two years prior to graduation, and so on back to where the student is currently.

IEP Practice Tips

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• Measurable postsecondary goals drive the annual instructional goals.

• Annual goals are the yearly “steps” designed to enable the student to achieve their measurable postsecondary goals.

• Annual goals must reasonably enable the student to be ready to meet their measurable postsecondary goals by completion of secondary education.

• Annual goals must be updated annually.

IEP Goals

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Postsecondary Goals

• The IEP must document postsecondary goals in the areas of education/training AND employment whether or not the child’s skill levels related to education/training or employment are age appropriate.

(Letter to Heath)

• The only area in which an IEP team may determine whether or not postsecondary goals are necessary for the child to receive FAPE is the area of independent living skills.

http://idea.ed.gov/explore/view

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Required • Employment

Required • Postsecondary Education and Training

Where Appropriate

!• Independent Living (where appropriate) • Community Participation, Home Living and Recreation and Leisure

Documenting Measurable Postsecondary Goals in the IEP

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• When: After high school… • Who: Student • What: Use results-oriented terms such as will be

enrolled in, will participate in, will work and will live independently

• How: Use descriptors such as full time and part time • Base goals on what the student wants to do after

high school.

IEP: Writing Measurable Postsecondary Goals

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IEP: Measurable Postsecondary Goals

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

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• Measurable Postsecondary Goals Must Be: – Future Oriented – Measurable – Based on age-appropriate assessments – Be updated annually


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• Examples: !– After high school, Julie will enroll at HTC and participate in

the Bio-Medical Certificate Program with support from the Disability Service Center. !

– After high school, Jamie will work part-time as a shop helper in her uncle’s clothing shop part-time. !

– Upon graduation from high school, Carlos will attend Minneapolis Community and Technical College part-time and participate in the welding certificate program.

Sample • What if Carlos does not make it to Minneapolis

Community and Technical College? !

• Schools are not responsible for measuring progress on postsecondary transition goals….after the child has graduated from regular high school or “aged out”.

!OSEP Q and A Document on IEPs. Evals and Re-evals. F4


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• Points of Clarification – A measurable postsecondary goal is an outcome that

occurs AFTER the student leaves high school. !

– Measurable postsecondary goals indicate what the student WILL do after high school. !

– Measurable postsecondary goals MUST be reviewed and updated annually.


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Known Record Review Issues

• Post secondary transition goals are not measurable. !

• Goals do not address post secondary timeframe.

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• Annual goals may address transition, academic and/or functional needs at the same time. !

• For example, a student who has academic needs related to written expression and a corresponding need of completing a job application form and letter of interest may have an annual instructional goal that covers both needs on their IEP.

IEP Annual Goals

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• Indicate what the student is expected to be able to do by the end of the year in which the IEP is in effect. !

• Takes the student from his/her present level of performance to a level of performance expected by the end of the year. !

• Guides instruction !

• Describes progress measurement !

• Helps determine if the supports and services being provided to the student are appropriate and effective.

IEP Annual Goals

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• “SMART” Goal Setting – Specific – Measurable – Attainable – Relevant – Time-Bound

IEP Annual Goals

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Sample • Jackie will improve her self-advocacy skills from

her current level of being able to name her disability (autism) to being able to describe one academic strength and weakness, including one needed accommodation, in her educational environment 100% of the time, when asked.

IEP Annual Goals

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Sample • Phillip will improve his ability to understand the

metro bus system from his current level of not understanding how to use the bus schedule to being able to correctly respond to questions and scenarios relating to bus schedule maps and schedule times with 90% accuracy.

IEP Annual Goals

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• Objectives include: – An observable student behavior; – The condition under which the behavior is to occur; – Measurable indicator to determine progress; – Evaluation procedures—the methods and procedures

used to measure student progress toward meeting annual goals and each short-term objective;

– Schedule-how often a review of the student’s progress will occur.

IEP Objectives

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IEP Requirements: Courses of Study

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IEP: Courses of Study

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Page 5, IEP Recommended Form

• Point of Clarification – Courses of study are a “multi-year description of

coursework. ▪ Address student’s current academic year through the

following academic year. (2 years of planning, at a minimum at an IEP meeting).

– Courses of study are a projection of future coursework that is updated annually.

– Courses of study should correlate to and support the student’s measurable post secondary goals.


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School Year Grade Level Courses

2009-‐2010 9 U.S. History, Environmental Science, Geography, Algebra Exploration, Recreation Options 1, Reading Essentials,

2010-‐2011 10 Algebra 1, Speech, Civics, Applied Biology, FACS, Employability and Communication Skills,

2011-‐2012 11 Geometry, Geography, Chemistry, Health, Business 101, English for Work, Communication Skills II

2012-‐2013 12 Business accounting class II, Algebra 2, Government & Citizenship, Physics, English for Work II, Work Based Learning


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(MPSG) Upon graduation, Nick will work part time in a competitive employment setting in expense reporting.

!Nick needs 21.5 credits to graduate

!Anticipated month and year of graduation: June of 2013

• The courses of study for a student with significant disabilities may be described in the course content area, mobility, self-advocacy, personal relationships, but not merely stated as “functional living skills”. !

• Courses of study are not just a list of classes needed to graduate. They should demonstrate a correlation to and a support of the student’s measurable postsecondary goals.


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Courses of Study

School Year Grade Level

Courses of Study

2009-‐2010 9 Family & Consumer Science (FACS), Business Basics, Basic Geometry, English I, Current Events

2010-‐2011 10 FACS II, Business Math, Employability Skills, English II, World Culture

2011-‐2012 11 Advanced FACS, Accounting, Business Communications & Writing, Social Studies, Job Shadow

2012-‐2013 12 Advanced Cooking, Computer Applications, Writing for Businesses, Work-‐Based Learning

MPSG: Jamal will attend the Job Corps Center full-time and successfully complete their culinary arts program to attain a Culinary Arts Certificate.

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• Courses of study on IEPs do not cover multiple years.

• Specific course titles are not included.

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Example

• District did not include courses of study which made it impossible to determine what academic or functional skills were being taught to the student to assist him in reaching his desired transition goals. !!

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Complaint #11-011C

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Known Record Review Solutions

• Include courses of study that the student expects to complete in the future and revise as necessary if course options change. !

• Include specific classes to address post-secondary goals. !

• Include courses for the current year and through the subsequent year.

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IEP Requirements: Transition Services

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Page 6, IEP Recommended Form

!• Transition Services are a coordinated set of

activities determined by the IEP team to: – Produce a results-oriented IEP process; – Focus on improving the academic and functional

achievement of the child; – Facilitate movement from school to post-school

activities; – Based on child's needs, taking into account the child's

strengths, preferences, and interests; and – includes, instruction, related services, community

experiences, development of employment and other post-school objectives and when appropriate functional vocational evaluation.

34CFR §300.43(2)


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Service Activity (Activities that are bold require an annual goal)

Agency Providing Service on the IEP

Instruction (i.e. specialized instruction, regular education, career and technical education):

Improve Career Exploration and Employability Skills. Improve social-‐interaction skills. Improve communication skills.

Special Education, Internship Managers

Community Experiences: Visit a Work Force Center Improve pre-‐employment Skills

Vocational Rehabilitation Services Special Education, County and Vocational Rehabilitation.

Related Services: Develop measurable post-‐school goals using Tel-‐A-‐Vision. Complete a “benefits” analysis using DB101

Special Education Vocational Rehabilitation

The development of employment and other post school adult living objectives:

Complete applications for county support and vocational rehabilitation program. Interview two community employment providers.

Vocational Rehabilitation Services and County Provider Special Education

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation:

Improve Orientation and Mobility Skills. Special Education

IEP Requirements: Transition Services (Activities Needed to Assist the Student in Reaching Postsecondary Goals)

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• Points of Clarification – Transition services must address the annual goals

designated to assist the student in reaching his/her measurable postsecondary goals.

– What experiences must the student participate in this academic year to reach their identified measurable postsecondary goals?

– What services and specific instruction are essential this year for the student to develop skills and knowledge top attain their measurable postsecondary goals?


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• Secondary Transition: Failure to Provide Services – If the participating agency does not attend the IEP

meeting, the district is no longer required to take other steps to obtain participation of an agency in the planning of any transition services; however, the district is then required to reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.

!!

34 C.F.R. § 300.324 (c)


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• Data sharing with other agencies requires parent consent. !

• Other agencies may want the IEP to include services that are not related to the provision of FAPE.

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Solutions

• Ensure district policies clearly note that consent must be obtained for each meeting. !

• Be sure to develop a student’s IEP to reflect services required to provide FAPE.

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Stretch Break

Other Requirements Specific to Transition

Age Students

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• Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s right under Part B of the Act, if any, that will transfer to the child on reaching the age of majority. !

34 CFR § 300.320(c)

Transfer of Right

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• For a child whose eligibility terminates due to graduation from secondary school with a regular diploma, a public agency must provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.

!!

34 C.F.R. §300.305(e)(3)

Graduation or Aging Out: Summary of Performance

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Agency Linkages

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• Agency linkages are an important component of transition to adult life for many students with disabilities who need ongoing support after graduation.

Agency Linkages

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• Interagency Collaboration – County Social Services – Vocational Rehabilitation Service (VRS) – State Services for the Blind (SSB) – Workforce Centers – Centers for Independent Living – Community Transition Interagency Committee (CTIC) – Minnesota State Interagency Committee (MnSIC)

Agency Linkages

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Agency Linkages

• A VRS counselor is assigned to every high school in the state. – A directory is available at:

http://www.positivelyminnesota.com/JobSeekers/People_with_Disabilities/For_Youth_Young_Adults/For_High_School_Transition_Staff.aspx

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Agency Linkages

• DB101 Minnesotahttp://mn.db101.org/

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National Secondary Technical Assistance Center

http://www.nsttac.org/

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Statewide Picture Indicators and Data

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• Legal Foundations: All due process and other requirements apply to IEPs for transition-aged students.

How Does OSEP Check onMinnesota’s Compliance?

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• The U.S. Department of Education, Office of Special Education Programs (OSEP) developed 20 indicators.

• They range from early intervention to post secondary outcomes, and include how services are delivered and monitored.

• States must develop a State Performance Plan (SPP) that address these indicators and submit an Annual Performance Report (APR) on progress.

Indicators and State Performance Plan (SPP)

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Indicator 13 1. Are there appropriate measurable postsecondary goals

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

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

goal(s) were based on age appropriate transition assessments?

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


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Indicator 13 (cont.) 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 the 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?


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IEPs Components of Indicator 13

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Indicator 14 • Percent of youth who are no longer in secondary

school, had IEPs in effect at the time they left school, and were: – Enrolled in higher education within one year of

leaving high school. – Enrolled in higher education or competitively

employed within one year of leaving high school. – Enrolled in higher education or in some other

postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

20 U.S.C. 1416(a)(3)(B)


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The future depends upon what we do in the present. --Mahatma Gandhi

Secondary TransitionPlanning = Future Planning

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Documents

IEP Team Members Secondary Transition Toolkit Training The ...€¦ · !Identifies measurable post secondary goals in employment, postsecondary education/training and where appropriate,