Postsecondary Transition Plan (PTP) Guideschd.ws/hosted_files/dpicollaborativepstconferen2015/af/tran-ptp...publicly report compliance data from local educational ... Postsecondary

1

Postsecondary Transition Plan (PTP) Guide

October 2013

2

Table of Contents

Part 1: Introduction……………………………………………………………………………………….3

Part 2: Overview of Postsecondary Transition Plan Requirements………………….6

Part 3: “District User” Instructions……………………………………………………………….21

Part 4: “District Super User” Instructions……………………………………………………..26

Part 5: “Director/Designee” Instructions………………………………………………………31

Appendix A: Postsecondary Education or Training Goals..…………………………….38

Appendix B: Postsecondary Employment Goals…………………………………………….40

Appendix C: Transition Services…………………………………………………………………….45

Appendix D: Transition Services Worksheet………………………………………………….53

3

PART 1

INTRODUCTION

4

Introduction

The U.S. Department of Education requires the Department of Public Instruction (DPI) to collect and publicly report compliance data from local educational agencies on federal special education requirements known as State Performance Plan Indicators (indicators). Indicator 13 requires each student with a disability aged 16 and above to have an individualized education program (IEP) that includes a postsecondary transition plan that meets the requirements of 20 U.S.C. 1416(a)(3)(B).

In Wisconsin, students aged 14 and above must have 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.

DPI has developed the web-based Individualized Education Plan: Postsecondary Transition Plan (PTP) application to ensure every student’s IEP contains sufficient information to meet state and federal requirements. The PTP is the mechanism for collecting Indicator 13 data. Because state law requires transition plans for students with disabilities aged 14 and above, the PTP is used to develop and monitor transition plans for all students of transition age.

PTP Features

• The PTP has been designed to be completed by the IEP team at the IEP team meeting. Completing the PTP at the IEP team meeting helps to ensures all transition requirements are met.

• Instructions for completing each step of the PTP are provided. • The PTP is customized for each student. The number of questions asked, and the order

of the questions will vary from student to student based on the information provided by the IEP team. There are potentially 19 steps and 22 questions to complete.

• “Learn More” buttons are provided for most steps. Clicking on a “Learn More” button opens a new page containing compliance requirements, effective practice tips, and transition planning resources.

• To help ensure compliance, many questions in the PTP provide the IEP team with a “drop-down” menu of acceptable options.

• Most questions in the PTP provide an optional “text box” in which the IEP team can document additional details relevant to the student’s transition plan.

Things to Know

• The options available in the drop down menus for postsecondary education, training, and employment goals are based on the Wisconsin career clusters and pathways. Students and teachers should become familiar with the career clusters and related resources well in advance of the IEP team meeting. See http://www.wicareerpathways.org for further information.

http://www.wicareerpathways.org/

5

• “Drop down” menus often include the option “other.” All manually entered “other” selections are subject to review by DPI and may result in identified noncompliance. To ensure compliance, select an available option from the menu that best suits the student, then use the text box to provide additional details aligned with the student’s needs, strengths, preferences, and interests.

• The PDF document produced by the PTP application is the student’s postsecondary transition plan (DPI Model Form I-8). This document should be printed and filed as a hard copy with the student’s IEP and / or attached electronically to the student’s IEP in your district’s IEP management system. Do not create within your local IEP management system a separate postsecondary transition plan for a student.

• Training modules and a demonstration website are available on the DPI’s Indicator 13 web page: http://sped.dpi.wi.gov/sped_spp-transition.

6

PART 2

OVERVIEW OF

POSTSECONDARY TRANSITION PLAN

REQUIREMENTS

7

The following information is also available by clicking on the “Learn More” buttons within the PTP application.

BEFORE THE IEP TEAM MEETING

There are three tasks that must be accomplished prior to the IEP team meeting where a postsecondary transition plan will be developed.

• Conduct an age-appropriate transition assessment. • Invite the student to the IEP team meeting. • Invite any outside agencies likely to provide or pay for transition services during the term of the

IEP to be developed.

Age-appropriate Transition Assessment

Procedural Requirement:

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. 34 CFR 300.320(b)(1), IDEA

Effective Practice:

The results of age-appropriate transition assessments form the foundation of the student’s transition plan. Transition assessments should begin well before the IEP team meeting where the transition plan is to be developed to ensure meaningful, high quality information is available for the IEP team to consider.

Because adolescents are often unsure of their future plans, transition assessment should be an ongoing process. The Division on Career Development and Transition of the Council for Exceptional Children defines transition assessment as an “…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).” (Sitlington, P. L., Neubert, D. A., & Leconte, P. J. (1997). Transition assessment: The position of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 20, p. 70-71).

Transition assessments come in two general formats – formal and informal. Informal measures may include interviews or questionnaires, direct observations, anecdotal records, environmental or situational analysis, curriculum-based assessments, interest inventories, preference assessments, and transition planning inventories. Formal measures include adaptive behavior and independent living assessments, aptitude tests, interest assessments, intelligence tests, achievement tests, personality or

http://www.nsttac.org/products_and_resources/tag.aspx#WhyConductTransitionAssessments

http://www.nsttac.org/products_and_resources/tag.aspx#AptitudeTests

http://www.nsttac.org/products_and_resources/tag.aspx#AptitudeTests

http://www.nsttac.org/products_and_resources/tag.aspx#InterestInventories

http://www.nsttac.org/products_and_resources/tag.aspx#IntelligenceTests

http://www.nsttac.org/products_and_resources/tag.aspx#AchievementTests

http://www.nsttac.org/products_and_resources/tag.aspx#PersonalityOrPreferenceTests

8

preference tests, career development measures, on-the-job or training evaluations, and measures of self-determination.

In rare cases the student will be unable or unwilling to discuss his/her own needs preferences, strengths, or interests. In these instances, age-appropriate transition assessment may be based on teacher observations, input from the student’s family, and information contained in the student’s records.

Consideration should be given to preparing a narrative summary of transition assessment results for the IEP team to consider. This may be a good activity for the student to engage in.

Resources:

Wisconsin Career Pathways Website: http://www.wicareerpathways.org Wisconsin Statewide Transition Initiative Transition Assessment Resource List: http://wsti.org/wstidata/resources/SPDG-Assessment-2_1342811025.doc Wisconsin Statewide Transition Initiative Transition Assessment Guide: http://wsti.org/wstidata/resources/FINAL-AT-Guide_1342811153.doc

National Secondary Transition Technical Assistance Center Transition Assessment Toolkit: http://www.nsttac.org/products_and_resources/tag.aspx

Inviting the Student to the IEP team Meeting


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. 34 CFR 300.321(b)(1), IDEA

Effective Practice:

The purpose of inviting the student to the IEP team meeting is to allow the student to participate fully in the development of his or her transition plan. An effort should be made to schedule the meeting at a time the student is able to attend. The invitation to the student to attend his or her IEP team meeting should be extended well in advance of the meeting and must be extended prior to the IEP team meeting. The invitation may be either written or verbal.

The PTP will require the following information: • Affirmation an age-appropriate transition assessment has been completed.

The PTP will record the following optional information: • A narrative of the results of the age-appropriate transition assessment.

http://www.nsttac.org/products_and_resources/tag.aspx#CareerDevelopmentMeasures

http://www.nsttac.org/products_and_resources/tag.aspx#OnTheJobOrTrainintEvaluations

http://www.nsttac.org/products_and_resources/tag.aspx#SelfDeterminationAssessments


http://wsti.org/wstidata/resources/SPDG-Assessment-2_1342811025.doc

http://wsti.org/wstidata/resources/FINAL-AT-Guide_1342811153.doc

http://www.nsttac.org/products_and_resources/tag.aspx

9

Steps should be taken to prepare the student to participate in the IEP team meeting prior to the meeting, including helping the student understand the purpose and components of the transition plan. Consideration could be given to assigning the student specific tasks he/she would carry out at the IEP team meeting, e.g. communicating his/her interests and goals and helping the student practice those tasks in advance of the meeting.

Inviting Outside Agencies Likely to Provide or Pay for Transition Services


To the extent appropriate, with the consent of the parents or a child who has reached the age of majority… the public agency must invite [to an IEP team meeting] a representative of any participating agency that is likely to be responsible for providing or paying for transition services. 34 CFR 300.321(b)(3), IDEA

Effective Practice:

Whether an outside agency will provide or pay for transition services is dependent on that agency’s resources and service guidelines. IEP teams should become familiar with the service criteria of outside agencies in their area in order to make informed decisions about whether agencies are likely to provide or pay for services.

The PTP will require the following information: • Whether the student attended the IEP team meeting • The date the student was invited to the IEP team meeting • The method used to invite the student to the IEP team meeting (written or verbal)

The PTP will require the following information: • Whether an outside agency is likely to provide or pay for transition services during the term of the IEP to be

developed. • If an outside agency is likely to provide or pay for transition services, whether the LEA obtained parent (or

adult student) consent to invite the outside agency. • If the LEA obtained consent to invite the outside agency, whether the outside agency was invited.

The PTP will record the following optional information: • If an outside agency was invited, the name of the agency.

10

AT THE IEP TEAM MEETING

The PTP will prompt the IEP team to address all required elements of a postsecondary transition plan:

• the student was invited to the IEP team meeting; • measurable postsecondary goals covering education or training, employment, and as

needed, independent living; • evidence postsecondary goals are based on age-appropriate transition assessment; • transition services; • outside agency involvement; • course of study; • linked annual goals, and • student’s preferences and interests considered.

In addition, the PTP will check the student’s status regarding the need to:

• notify the parents and student of the rights that will transfer to the student on their 18th birthday,

• provide a notice of graduation and summary of performance, and • determine whether a summary of performance is required.

Developing Measurable Postsecondary Goals


Beginning not later than in the first IEP that will be in effect when the child is 14, and updated annually thereafter, [the IEP must contain] a statement of appropriate, measurable postsecondary goals for the child based on age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills. 115.787(2)(g) 1., Wis. Stats.

Effective Practice:

Students may often be unsure of their postsecondary plans. The IEP Team should guide the students to the postsecondary education or training goals that most closely match their needs, preferences, strengths and interests. As students’ plans change, the IEP Team should review and revise the goals as appropriate.

Postsecondary education or training goals for nearly all students will relate to employment. In some situations, the IEP Team may determine it is appropriate for the education or training goal to relate to other needs, such as health or independent living. To document these specific needs, the IEP team should select the 'other' option, and manually enter the student's postsecondary goal in the area of education and training. Examples might be:

After high school (Student's Name) will:

• receive pre-vocational skills training at a sheltered workshop (or day services program).

11

•will receive training to improve fine motor coordination.

•will receive training to improve ability to manage diet and insulin in order to control diabetes.

•will start his/her own business handing out materials or samples for local businesses (e.g., theater, baseball stadium, mall).

•will volunteer, with support, at the county humane society or local cat rescue.

•will work with a job coach to develop and practice appropriate social interaction skills while working as a stocker in a department store.

Detailed goals are often more meaningful for students. IEP Teams should consider including details in the additional information box, such as the name of the institution the student plans to attend, the student’s major or field of study, or the location of on-the-job training.

For a list of options that fit each selection, click on the links below:

-attend a technical/community college and earn an associate's degree, diploma, or certificate.

http://wisconsin.collegesonline.net/

-attend a 2-year university/college.

http://www.wisconsin.edu/campuses/

-attend a 4-year college or university and earn an undergraduate degree.


-attend a short-term certification program.

http://education-portal.com/short_term_certificate_programs.html

-receive on-the-job training (including apprenticeship).

http://dwd.wisconsin.gov/apprenticeship/

-participate in a humanitarian program (e.g., Peace Corps, Vista, etc.)

http://tinyurl.com/cnafxns

-enlist in the military.

http://army.com/info/mos/all

Examples of postsecondary independent living skills goals, among others, may include:

After graduation, David will:

http://wisconsin.collegesonline.net/



http://education-portal.com/short_term_certificate_programs.html

http://dwd.wisconsin.gov/apprenticeship/

http://tinyurl.com/cnafxns

http://army.com/info/mos/all

12

• use an augmentative communication device at home and the center-based program to communicate his wants, needs, and desires and to interact with his environment more independently.

• maintain his hearing equipment by attending annual checkups with audiologist. • independently ride the local transit system to and from work each day. • attend independent living classes at an adult day program and will participate in his

daily care routines to the maximum extent possible at home with his parents.

• live semi-independently with a roommate in an assisted living apartment with supports provided through Disability Services.

Resources: Career Clusters are broad occupational groupings based on a set of common knowledge and skills required for a specific career. Wisconsin has adopted the 16 National Career Clusters that also serve as a tool for organizing curriculum and instruction. Career Clusters provide opportunities for all students regardless of their career goals and interests.

Career Pathways are a sub-grouping of occupations and career specialties used as an organizing tool for curriculum design and instruction. Similar to career clusters, career pathways are grouped based on their requirements for a set of common knowledge and skills for career success (http://www.wicareerpathways.org).

Developing Annual Goal(s) to Support the Student’s Postsecondary Goals


The IEP must contain at least one annual goal or short-term objective that will reasonably help the student make progress toward meeting each of the stated postsecondary goals. 34 CFR 300.320 (a)(2), IDEA

Effective Practice:

The PTP will require the following information: • A measurable postsecondary goal in the area of education or training. (See Appendix A for the options available). • A measurable postsecondary goal in the area of employment. (See Appendix B for the options available).

The PTP will record the following optional information: • Measurable postsecondary goal(s) in the area of independent living. • Additional information that personalizes the student’s education or training, and employment goals.


13

In developing annual goals for a student, the IEP team should consider whether the student has any particular deficits that would serve as barriers to success in the student’s chosen postsecondary education, training, employment, or independent living environments. Annual goals should then address those missing skills needed to be successful in future environments. Examples of annual goals that may help a student make progress toward meeting stated postsecondary goals include:

Dan will apply decoding strategies to improve reading fluency of 8th grade passages to 90 words read correctly per minute with 90% comprehension. Frank will write paragraphs of at least eight to ten word sentences with no more than one error in spelling and punctuation after self-editing. Erin will appropriately ask who, what, when, and where questions that relates to a current task or situation 90% of the time. Jane will increase her ability to independently initiate conversation with adults and peers when in a one-to-one or group setting four of five times.

Specifying Appropriate Transition Services


The IEP must contain at least one transition service that will assist a student reach his or her postsecondary goals. Transition services means a coordinated set of activities for a child

with a disability that (1) 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 postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2) is based on the individual child’s needs, taking into account the child’s strengths, preferences,

The PTP will require the following Information: • Affirmation the student’s IEP includes annual goals or short term objectives that will help the student

make progress towards their postsecondary goals.

The PTP will record the following optional information: • Annual goals or short term objectives that will help the student make progress towards their

postsecondary goals.

14

and interests; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives; and if appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation. 34 CFR 300.43(a), IDEA

The IEP must include transition services (including courses of study) needed to

assist the child in reaching stated postsecondary goals. 34 CFR 300.320(b)(2), IDEA

Effective Practice:

Transition Services in the Area of Instruction

Instruction is a formal or informal imparting of knowledge or skills that a student needs to receive in specific areas to complete needed courses, succeed in the general curriculum, and gain needed skills.

Following are examples of transition services in the area of instruction.

• Demonstrate money skills. • Demonstrate time management skills. • Access tutoring services in school or through a private agency.

Transition Services in the Area of Related Services

Related services consider the current and projected related service needs of the student. This area of transition services is not for specifying the needed related services for the next school year. Related services for the coming school year should be addressed in another section of the IEP. Rather, this context of related services has to do with determining if the related service needs will continue beyond school. If so, the IEP should identify who or what agency might provide those services, help identify how the student and parent can access those services and connect the student and parent to whoever will provide those services before the student leaves the school system. This type of planning, discussion, and identification of activities/strategies should help make the move from the school’s services to an adult service provider as seamless as possible for students and families. Following are examples of transition services in the area of related services.

• Complete an assistive technology evaluation. • Identify potential post school providers of related services and funding sources. • Obtain a driving capability assessment.

Transition Services in the area of Community Experiences

Community experiences are generally provided outside the school building and prepare the student for participation in community life. Community experiences encourage the student to participate in the community, including government,

15

social, recreational, leisure, shopping, banking, transportation, or other opportunities.

Following are examples of transition services in the area of community experiences.

• Locate, access, and use relevant community resources (e.g., health care facilities, bank, library, Laundromat, postal services, church, restaurants, hair salon).

• Demonstrate ability to navigate the community (e.g., driver’s license/vehicle, public transportation, maps/schedules/asking for directions).

• Demonstrate knowledge of community agencies that provide services and support to people with disabilities.

Transition Services in the area of Employment and Supportive Employment

Employment and supported employment focus on the development of work-related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. While volunteer work and work for sub-minimum wage provide important job skills and experience, the focus of postsecondary employment goals for all students with disabilities is integrated employment, which is defined as employment at a competitive wage (at least minimum wage).

Following are examples of transition services in the area of employment and supported employment.

• Participate in a career exploration program. • Identify work-related strengths and skills. • Collect information regarding desired employment and career interests

for adult life beyond college and/or postsecondary vocational training.

Transition services in the area of post school adult living objectives

Adult living skills are generally 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, planning for retirement, and accessing adult services such as Social Security.

Following are examples of transition services in the area of post school adult living objectives.

• Meet with a social worker to discuss interpersonal skill development. • Open a bank account and manage finances/budgets/bills. • Identify post-secondary housing options.

Transition Services in the area of Functional Vocational Evaluation

16

A functional vocational evaluation is an 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, formal or informal measures, and should be practical. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. Teachers should conduct ongoing comprehensive, age-appropriate transition assessment, including functional vocational evaluation.

Following are examples of transition services in the area of functional vocational evaluation.

• Complete a Career-Vocational interest/aptitude survey. • Complete an intensive, off-site functional vocational evaluation. • Produce observable work samples.

Transition Services in the area of Acquisition of Daily Living Skills

Daily living skills are activities that adults do most every day. These include such things as preparing meals, budgeting, maintaining a residence, paying bills, raising a family, caring for clothing, and/or personal grooming.

Following are examples of transition services in the area of acquisition of daily living skills.

• Complete an assessment of daily living skills • Develop emergency procedures for use at home. • Open a checking/savings account.

Specifying a Course of Study

Procedural Requirement: 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… the transition services (including courses of study) needed to assist the child in reaching those goals. 34 CFR 300.320(b)(2), IDEA

The PTP will require the following information: • At least one transition service selected to assist the student in achieving his or her postsecondary goals

(See Appendix C for the available options).

The PTP will record the following optional information:

• Persons responsible for transition services.

17

Effective Practice:

IEP teams are strongly encouraged to plan the student’s course of study from the current year through the student’s anticipated year of exit from high school. Multi-year planning sharpens the focus of the course of study and increases the probability the student will complete necessary prerequisite courses. Courses should be to address admission requirements for the student’s selected postsecondary education option, provide skills necessary for success in the student’s postsecondary employment option, and address any skills necessary for independent living. Resources: The subject areas and associated course offering lists come from the Department of Public Instruction’s Coursework Completion System (CWCS). The Coursework Completion System (CWCS) is a comprehensive list of courses designed to collect data on all courses completed by all students in grades K4-12. Courses and related codes were derived from the National Center for Education Statistics which established a course and code listing at the elementary and secondary levels. The system is intended to assist schools with maintaining longitudinal information about students’ coursework in an efficient and standardized format that facilitates the exchange of student records.

ISES Coursework Completion System: http://lbstat.dpi.wi.gov/lbstat_cwcsapp

The PTP will require the following information: • A list of classes the student will take while in high school selected to assist the student in achieving his

or her postsecondary goals.

http://lbstat.dpi.wi.gov/lbstat_cwcsapp

18

Determining Whether a Notice of Transfer of Rights Is Required


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 [IDEA], if any, that will transfer to the child on reaching the age of majority. 34 CFR 300.320(c), IDEA The student should be informed that:

• The school will provide any notice required by IDEA to the student, and will continue to provide copies of the notices to the student’s parents, and

• All rights accorded to parents under IDEA transfer to the student.

Once the student has been informed of the rights to be transferred, it is not necessary to repeat the process annually.


When a legal guardian has been appointed for a child who has reached the age of majority under State law, the rights under Part B of the Act [IDEA] do not transfer to the child. It is not necessary to inform the student of the transfer. 34 CFR 300.520(a), IDEA

In situations where a legal guardian has not been appointed for the

student, but it is expected one will be appointed, the student must still be informed of the rights to be transferred.


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 [IDEA], if any, that will transfer to the child on reaching the age of majority. 34 CFR 300.320(c), IDEA The student should be informed that:

• The school will provide any notice required by IDEA to the student, and will continue to provide copies of the notices to the student’s parents, and

• All rights accorded to parents under IDEA transfer to the student. Once the student has been informed of the rights to be transferred, it is not necessary to repeat the process annually.

19

Resources: The kind of information, along with printed material available, for informing a child and his/her parents of the rights that will transfer to the child upon reaching the age of majority under State law may be found at the following websites:

http://www.legalexplorer.com/resources/database/PubPDFs/54-ONB18.pdf

http://www.legalexplorer.com/resources/booksearch.asp http://sped.dpi.wi.gov/files/sped/doc/proc-safegds.doc http://www.justice.gov/crt/publications/division_booklet.pdf

Determining Whether a Summary of Performance is Required

Resources: Wisconsin Statewide Transition Initiative Effective Practice Form: http://www.wsti.org/documents/sop/2011/DRAFTrevisedEffectivePracticeSoP.doc Department of Public Instruction Information Update Bulletin 10-08: Graduation Procedures: http://sped.dpi.wi.gov/sped_bul10-08

The PTP will require the following information: • Whether the student will be 17 or older during the term of the IEP being developed • If the student is 17 or older, how the student and the student’s parents were informed of the rights

to be transferred to the student at the age of majority

The PTP will require the following information: • Whether the student will graduate or reach the maximum age of eligibility prior to the expiration

of the current IEP.

http://www.legalexplorer.com/resources/database/PubPDFs/54-ONB18.pdf

http://www.legalexplorer.com/resources/booksearch.asp

http://sped.dpi.wi.gov/files/sped/doc/proc-safegds.doc

http://www.justice.gov/crt/publications/division_booklet.pdf

http://www.wsti.org/documents/sop/2011/DRAFTrevisedEffectivePracticeSoP.doc

http://sped.dpi.wi.gov/sped_bul10-08

20

PART 3

USING THE PTP APPLICATION:

“District User”

21

PTP users are assigned one of three access roles. This section sets out the procedures available for those who have been assigned “District User” access. A District User has the ability to enter student data and lock completed PTP records. The PTP is a secure web based application. DPI requires application security to ensure compliance with all state and federal laws regarding pupil privacy and data security. Additionally, DPI’s security model is designed to allow districts and schools flexibility in assigning access based on the changing needs within their district, while promising the data provided to DPI from school districts is accessed only by users the district has authorized. Web Access Management System (WAMS): The PTP uses the Web Access Management System (WAMS) to ensure data security. A WAMS ID and password are needed to access the PTP. To obtain a WAMS ID and password:

• Visit the DPI’s Indicator 13 web page at: http://sped.dpi.wi.gov/sped_spp-transition. • Select the link: Web Access Management System (WAMS) - How to get a WAMS ID. • Select the link: Self-Registration on the WAMS home page.

Self-Registration allows you to create your personal Wisconsin Login Account. This is your key to doing secure business with the State of Wisconsin over the Internet. This account belongs to you. It does not belong to your current employer. Note: You must provide a valid, unique e-mail address to self-register for a WAMS ID and password. Correspondence regarding your WAMS ID, password or other information about your WAMS ID and password will be sent to this e-mail address. After completing the self-registration process, WAMS will send you an email confirmation. Complete the instructions in this email to activate your WAMS ID and password. Access to PTP in Your School Your district’s PTP Application Administrator is responsible for granting District Users access to the PTP. The PTP Application Administrator must associate the District User’s WAMS ID and password with the PTP application before a user will be able to access the PTP. It is recommended District Users share their WAMS ID with their PTP Application Administrator in order to expedite the process. Contact your district’s Director of Special Education to determine who is serving as the district’s PTP Application Administrator. PTP Record Management Options: There are several record management options available to District Users:

CREATE PTP: This option is used to create an initial postsecondary transition plan for a student. The PTP will require a complete set of information. Use CREATE PTP when:

• The student does not have an existing PTP developed by the district.

http://dpi.wi.gov/sped/spp-transition.html

22

FINISH PTP: This option is used to finish a postsecondary transition plan that has not been locked. REVISE PTP: This option is used to revise a postsecondary transition plan that has been locked and submitted: Use REVISE PTP when:

• The student’s transition plan needs to be revised with, or without, an IEP team meeting.

• The student’s transition plan is due for annual review.

PRINT PTP: This option is used to print a copy of the student’s postsecondary transition plan. The PDF document produced by the PTP application is the student’s postsecondary transition plan (DPI Model Form I-8). This document should be printed and filed as a hard copy with the student’s IEP and / or attached electronically to the student’s IEP in your district’s IEP management system. Do not create within your local IEP management system a separate postsecondary transition plan for a student. LOCK PTP: Selecting this option indicates the IEP team has completed its work on the student’s postsecondary transition plan, and the plan is ready to be implemented. A locked PTP is ready to be reviewed locally and submitted to DPI for compliance review.

Create a new PTP A new PTP record must be created for a student who:

• will be turning age 14 during the course of the IEP to be developed, and • has not had a PTP in your district before.

1. Click on the PTP link on the Indicator 13 webpage (http://sped.dpi.wi.gov/sped_spp-transition). 2. Log in using your WAMS User ID and password. 3. From the Main Menu, click “Create PTP” tab on the navigation bar. 4. Select the school the student attends. 5. Search for and select the student for which you wish to create a PTP. 6. Enter the IEP team meeting date. 7. Answer the questions in the PTP (navigation buttons enabled after required information is

entered). 8. If needed, save record and exit to return at a later date. 9. Once PTP is completed, print the PTP / I-8 Form and/or attach as a PDF file to your district IEP. 10. Once PTP is completed, select ‘Lock PTP’ on the record completion page. 11. The record is now ready for review and submission to DPI.

Review/Revise an Existing PTP record A PTP record must be reviewed or revised:

• each time a student’s transition plan is revised with or without an IEP team meeting, and • at least annually.

http://www.dpi.wi.gov/sped/spp-transition.html

23

1. Click on the PTP link on the Indicator 13 webpage (http://sped.dpi.wi.gov/sped_spp-transition). 2. Log in using your WAMS User ID and password. 3. From the Main Menu, select “Revise PTP” tab. 4. Select the school the student attends. 5. Select the desired student record. 6. Select from three options: Review/Revise with an IEP team meeting; Review/Revise without an

IEP team meeting; or Conduct an Annual IEP team meeting. (The system will bring forward the student’s most recently submitted PTP for revision).

7. Answer the questions in the PTP (navigation buttons enabled after required information is entered).

8. If needed, save record and exit to return at a later date. 9. Once PTP is completed, print the PTP / I-8 Form and/or attach as a PDF file to your district IEP. 10. Once PTP is completed, select ‘Lock PTP’ on the record completion page. 11. The record is now ready for review and submission to DPI.

Creating a Draft PTP for Use at an IEP Team Meeting

We encourage IEP teams to come to an IEP team meeting prepared to discuss age-appropriate transition assessments and preliminary recommendations. School staff may bring drafts of some or all of the PTP content to the meeting, as long as parents and other IEP team members have an opportunity for input and discussion at the meeting. The content of IEPs may not be predetermined. In other words, it is not permissible for a local education agency to have the final PTP completed before an IEP team meeting begins.

There are two options for creating a draft PTP:

Option A: 1. Use the PTP demonstration site at http://www2.dpi.state.wi.us/PTPDemo to create a

PTP. 2. Print the demonstration PTP and bring it to the IEP team meeting. (PTP records created

on the demonstration site are not saved electronically for later retrieval.) 3. At the IEP team meeting, click on Postsecondary Transition Plan (PTP) Login link on

the Indicator 13 webpage at http://sped.dpi.wi.gov/sped_spp-transition to create a PTP. 4. Follow the steps within the actual online PTP application to create a new PTP or

review/revise an existing PTP as appropriate.

Option B: 1. Click on Postsecondary Transition Plan (PTP) Login link on the Indicator 13

webpage at http://sped.dpi.wi.gov/sped_spp-transition to create a PTP. 2. Log in using your WAMS User ID and password. 3. From the Main Menu, click “Create PTP” or “Revise PTP.” 4. Follow the steps to create a new PTP or review/revise an existing PTP as appropriate. 5. Enter PTP data necessary for drafting purposes. 6. When finished, select “Save and Exit.” 7. DO NOT SELECT “LOCK PTP” AT ANY POINT DURING DRAFTING.

To retrieve the draft for use at the IEP team meeting:


http://www2.dpi.state.wi.us/PTPDemo



24

1. Click on Postsecondary Transition Plan (PTP) Login link on the Indicator 13 webpage at (http://sped.dpi.wi.gov/sped_spp-transition).

2. Log in using your WAMS User ID and password. 3. From the Main Menu, click “Finish PTP” tab on the navigation bar. 4. Select the school to view in-process PTP records. 5. Select the desired student record. 6. Navigate to the desired step and respond to the questions in the PTP (Navigation

buttons enabled after required information is entered). 7. Once PTP is completed, print the PTP / I-8 Form or attach as a PDF file to your district

IEP. 8. Select ‘Lock PTP’ on the record completion page. 9. The record is now ready for review and submission to DPI.

Create a PTP when the PTP application is unavailable On rare occasions the online PTP application may be inaccessible due to a technical problem. In this situation, the IEP team may create a postsecondary transition plan manually and enter the data into the online PTP application when it becomes available, but no later than 30 days after the IEP team meeting date.

• The IEP team should complete the PTP Worksheet found in the Manual for Creating a Postsecondary Transition Plan When the Online PTP Application is Unavailable (PTP Worksheet (I-8 Form)) on the Indicator 13 webpage at http://sped.dpi.wi.gov/sped_spp-transition. Print and / or save a copy of this worksheet for future use.

• The completed worksheet is the student’s transition plan and should be implemented. The worksheet should be filed with the student’s IEP.

• When the PTP application is available, follow the appropriate steps to create or revise a PTP. Use the information from the worksheet to complete the required information in the PTP application.

• Once PTP is completed, print the PTP / I-8 Form or attach as a PDF file to your district IEP. • Select ‘Lock PTP’ on the record completion page. • The record is now ready for review and submission to DPI.

Create a postsecondary transition plan when the student’s record cannot be found in the PTP The PTP locates student records using the student’s Wisconsin Student Number (WSN). On occasion PTP users may not find a student listed at their current school. This situation is likely the result of a failure to update the student’s WSN in the Wisconsin Student Locater System (WSLS). The PTP provides the option of creating a PTP record for a student under these circumstances. The Director/Designee must assign the WSN to the PTP record before it may be submitted to DPI.

1. At “Step 2- Student Selection” within the PTP application, click on the blue link, “Can’t find the student you are looking for?”

2. Enter the student identifying information requested. 3. Following the remaining steps to complete the student’s PTP. 4. Once PTP is completed, print the PTP / I-8 Form or attach as a PDF file to your district

IEP.


http://sped.dpi.wi.gov/files/sped/doc/form-i8.doc




25

5. Select ‘Lock PTP’ on the record completion page. 6. Notify the Director of Special Education or designee you created a PTP for the student

without a WSN, so that a WSN may be assigned.

26

PART 5

PREPARING TO USE THE PTP APPLICATION

“District Super User”

27

PTP users are assigned one of three access roles. This section sets outs the procedures available for those who have been assigned “District Super User” access. A District Super User has the ability to enter student data, lock completed PTP records, unlock completed PTP records, and submit PTP records for DPI review. The PTP is a secure web based application. DPI requires application security to ensure compliance with all state and federal laws regarding pupil privacy and data security. Additionally, DPI’s security model is designed to allow districts and schools flexibility in assigning access based on the changing needs within their district, while promising the data provided to DPI from school districts is accessed only by users the district has authorized. Web Access Management System (WAMS): The PTP uses the Web Access Management System (WAMS) to ensure data security. A WAMS ID and password are needed to access the PTP. To obtain a WAMS ID and password:


Self-Registration allows you to create your personal Wisconsin Login Account. This is your key to doing secure business with the State of Wisconsin over the Internet. This account belongs to you. It does not belong to your current employer. Note: You must provide a valid, unique e-mail address to self-register for a WAMS ID and password. Correspondence regarding your WAMS ID, password or other information about your WAMS ID and password will be sent to this e-mail address. After completing the self-registration process, WAMS will send you an email confirmation. Complete the instructions in this email to activate your WAMS ID and password. Access to PTP in Your School Your district’s PTP Application Administrator is responsible for granting District Super Users access to the PTP. The PTP Application Administrator must associate the District Super User’s WAMS ID and password with the PTP application before a user will be able to access the PTP. It is recommended District Super Users share their WAMS ID with their PTP Application Administrator in order to speed the process along. Contact your district’s Director of Special Education to determine who is serving as the district’s PTP Application Administrator. PTP Record Management Options: There are several record management options available to District Super Users:



28

• The student does not have an existing PTP developed by the district. FINISH PTP: This option is used to finish a postsecondary transition plan that has not been locked. REVISE PTP: This option is used to revise a postsecondary transition plan that has been locked and submitted: Use REVISE PTP when:

• The student’s transition plan needs to be revised with, or without, an IEP team meeting.

• The student’s transition plan is due for annual review. PRINT PTP: This option is used to print a copy of the student’s postsecondary transition plan. The PDF document produced by the PTP application is the student’s postsecondary transition plan (DPI Model Form I-8). This document should be printed and filed as a hard copy with the student’s IEP and / or attached electronically to the student’s IEP in your district’s IEP management system. Do not create within your local IEP management system a separate postsecondary transition plan for a student.

LOCK PTP: Selecting this option indicates the IEP team has completed its work on the student’s postsecondary transition plan, and the plan is ready to be implemented. A locked PTP is ready to be reviewed locally and submitted to DPI for compliance review. UNLOCK PTP (District Super User and Director/Designee only): This option is used to unlock a PTP that has been inadvertently locked, or to make minor grammatical edits to a PTP. Do not unlock a PTP for the purposes of making substantive changes; use REVISE PTP for any substantive changes. SUBMIT PTP (District Super User and Director/Designee only): This option is used to submit locked PTP’s to DPI for compliance review.


• will be turning age 14 during the course of the IEP to be developed, and • has not had a PTP in your district before.


entered). 8. If needed, save record and exit to return at a later date.


29

9. Once PTP is completed, print the PTP / I-8 Form and/or attach as a PDF file to your district IEP. 10. Once PTP is completed, select ‘Lock PTP’ on the record completion page. 11. The record is now ready for review and submission to DPI.


• each time a student’s transition plan is revised with or without an IEP team meeting, and • at least annually.


IEP team meeting; or Conduct an Annual IEP team meeting. (The system will bring forward the student’s most recently submitted PTP for revision).


8. If needed, save record and exit to return at a later date. 9. Once PTP is completed, print the PTP / I-8 Form and/or attach as a PDF file to your district IEP. 10. Once PTP is completed, select ‘Lock PTP’ on the record completion page. 11. The record is now ready for review and submission to DPI.

Creating a Draft PTP for Use at an IEP Team Meeting

We encourage district staff to come to an IEP team meeting prepared to discuss age-appropriate transition assessments and preliminary recommendations. School staff may bring drafts of some or all of the PTP content to the meeting, as long as parents and other IEP team members have an opportunity for input and discussion at the meeting. The content of IEPs may not be predetermined. In other words, it is not permissible for a local education agency to have the final PTP completed before an IEP team meeting begins.



PTP. 2. Print the demonstration PTP and bring it to the IEP team meeting. (PTP records

created on the demonstration site are not saved electronically for later retrieval.) 3. At the IEP team meeting, click on Postsecondary Transition Plan (PTP) Login link on



Option B:




30

1. Click on Postsecondary Transition Plan (PTP) Login link on the Indicator 13 webpage at http://sped.dpi.wi.gov/sped_spp-transition to create a PTP.

2. Log in using your WAMS User ID and password. 3. From the Main Menu, click “Create PTP” or “Revise PTP.” 4. Follow the steps to create a new PTP or review/revise an existing PTP as appropriate. 5. Enter PTP data necessary for drafting purposes. 6. When finished, select “Save and Exit.” 7. DO NOT SELECT “LOCK PTP” AT ANY POINT DURING DRAFTING.











Create a postsecondary transition plan when the student’s record cannot be found in the PTP The PTP locates student records using the student’s Wisconsin Student Number (WSN). On occasion PTP users may not find a student listed at their current school. This situation is likely the







31

result of a failure to update the student’s WSN in the Wisconsin Student Locater System (WSLS). The PTP provides the option of creating a PTP record for a student under these circumstances. The Director/Designee must assign the WSN to the PTP record before it may be submitted to DPI.

• At “Step 2- Student Selection” within the PTP application, click on the blue link, “Can’t find the student you are looking for?”

• Enter the student identifying information requested. • Following the remaining steps to complete the student’s PTP. • Once PTP is completed, print the PTP / I-8 Form or attach as a PDF file to your district

IEP. • Select ‘Lock PTP’ on the record completion page. • Notify the Director of Special Education or designee you created a PTP for the student

without a WSN, so that a WSN may be assigned.

32

PART 5

PREPARING TO USE THE PTP APPLICATION

“Director/Designee”

33

PTP users are assigned one of three access roles. This section sets outs the procedures available for those who have been assigned “Director/Designee” access. Each school district must have at least one person assigned the “Director/Designee” role. The Director/Designee has the ability to enter student data, lock completed PTP records, unlock completed PTP records, submit PTP records for DPI review, transfer student PTP records between schools, and match WSNs to students.

The PTP is a secure web based application. DPI requires application security to ensure compliance with all state and federal laws regarding pupil privacy and data security. Additionally, DPI’s security model is designed to allow districts and schools flexibility in assigning access based on the changing needs within their district, while promising the data provided to DPI from school districts is accessed only by users the district has authorized. Web Access Management System (WAMS): The PTP uses the Web Access Management System (WAMS) to ensure data security. A WAMS ID and password are needed to access the PTP. To obtain a WAMS ID and password:


Self-Registration allows you to create your personal Wisconsin Login Account. This is your key to doing secure business with the State of Wisconsin over the Internet. This account belongs to you. It does not belong to your current employer. Note: You must provide a valid, unique e-mail address to self-register for a WAMS ID and password. Correspondence regarding your WAMS ID, password or other information about your WAMS ID and password will be sent to this e-mail address. After completing the self-registration process, WAMS will send you an email confirmation. Complete the instructions in this email to activate your WAMS ID and password. Access to PTP in Your School Your district’s PTP Application Administrator is responsible for granting users access to the PTP. The PTP Application Administrator must associate the user’s WAMS ID and password with the PTP application before a user will be able to access the PTP. It is recommended users share their WAMS ID with their PTP Application Administrator in order to speed the process along. Users may need to contact their district’s Director of Special Education to determine who is serving as the district’s PTP Application Administrator. Application Security Manager: ASM is an application that is familiar to districts as it is currently used to grant users access to several other DPI secure applications including MDAT, SAFE, WISEdash, and the School Directory. ASM is used to authorize access to the PTP. To use ASM, the district must have a District Security


34

Administrator (DSA) in place. The DSA is responsible for managing access to ASM in the district by assigning Application Administrators to manage the individual secure applications. Using ASM, it is the Application Administrator who then assigns users access to the individual secure applications.

District Security Administrator (DSA) As a first step, the district should verify that its DSA is current. For a list of current DSAs, please visit https://apps2.dpi.wi.gov/ldsutil/admin/. If you need to update the DSA or you have questions about ASM, please submit a ticket through the 24x7 DPI Online Helpdesk. For more information regarding the assignment and responsibilities of the DSA, please visit http://lds.dpi.wi.gov/lds_securehomeinfo. PTP Application Administrator As a second step, the DSA should work with the Director of Special Education to identify the individual(s) who will be the PTP Application Administrator(s). A PTP Application Administrator must be identified for each school with students ages 14 and older. The same individual can be identified as the PTP Application Administrator for all schools or different individuals can be identified for each school. Likewise, multiple PTP Application Administrators can be identified for a single school. The DSA and/or Director of Special Education should notify the identified PTP Application Administrator(s) of their role and the responsibilities associated with that role. The DSA, using ASM, will assign the identified individual(s) to the PTP Application Administrator role for each school with students ages 14 and older. See the ASM User Guide at http://sped.dpi.wi.gov/files/lds/pdf/asm-step-by-step.pdf for an overview and directions for using ASM to assign the PTP Application Administrator(s). Step-by-step directions are available at http://sped.dpi.wi.gov/files/sped/pdf/spp13-ptp-dsainstructions.pdf. The PTP Application Administrator must have a WAMS login ID and password. If the PTP Application Administrator does not currently have a WAMS login ID and password, he/she must first register for one at https://on.wisconsin.gov/WAMS/home.

PTP Users The third step is for the PTP Application Administrator, working in conjunction with the Director of Special Education, to identify individuals who will need access to the PTP Application in order to create a postsecondary transition plan. These individuals will likely be transition coordinators, IEP coordinators/case managers, or special education teachers of students ages 14 and older. Using ASM, the PTP Application Administrator will assign roles to these users. See the ASM User Guide at http://sped.dpi.wi.gov/files/lds/pdf/asm-step-by-step.pdf for an overview and directions for using ASM to assign users. Step-by-step directions are available at http://sped.dpi.wi.gov/files/sped/pdf/spp13-ptp-aainstructions.pdf. The users must share their WAMS login with the PTP Application Administrator so the user may be assigned rights to the PTP Application.

The roles available to PTP users include: • Director/Designee – User has the ability to enter student data, lock completed records,

unlock completed records, submit records for DPI review, transfer student records between schools, match WSNs to students.

https://apps2.dpi.wi.gov/ldsutil/admin/

http://lds.dpi.wi.gov/lds_securehomeinfo

http://sped.dpi.wi.gov/files/lds/pdf/asm-step-by-step.pdf

http://sped.dpi.wi.gov/files/sped/pdf/spp13-ptp-dsainstructions.pdf



http://sped.dpi.wi.gov/files/sped/pdf/spp13-ptp-aainstructions.pdf

35

• District Super User – User has the ability to enter student data, lock completed records, unlock records, and submit records for DPI review. • District User – User has the ability to enter student data, lock completed records.

PTP Record Management Options: There are several record management options available to Director/Designee.


• The student does not have an existing PTP developed by the district.

FINISH PTP: This option is used to finish a PTP that has not been locked. REVISE PTP: This option is used to revise a postsecondary transition plan that has been locked and submitted: Use REVISE A PTP when:

• The student’s transition plan needs to be revised with, or without, an IEP team meeting, and

• The student’s transition plan is due for annual review.

PRINT PTP: This option is used to print a copy of the student’s postsecondary transition plan. When PRINT PTP is selected the PTP application produces a PDF copy of the student’s transition plan. This PDF should be printed and stored as a hard copy with the student’s IEP, or saved electronically with the student’s IEP in the district’s electronic IEP management system. IEP teams should not create a separate postsecondary transition plan using a local form or IEP management system.

LOCK PTP: Selecting this option indicates the IEP team has completed its work on the student’s postsecondary transition plan, and the plan is ready to be implemented. A locked PTP is ready to be reviewed and submitted to DPI for compliance review. UNLOCK PTP (Super User and Director/Designee only): This option is used to unlock a PTP that has been inadvertently locked, or to make minor grammatical edits to a PTP. Do not unlock a PTP for the purposes of making substantive changes, use REVISE PTP for any substantive changes. SUBMIT PTP (Super User and Director/Designee only): This option is used to submit locked PTP’s to DPI for compliance review. MOVE STUDENT (Director/Designee only): Selecting this option allows the user to move the student’s PTP record to the appropriate school within the same school district. MATCH WSN (Director/Designee only): Selecting this option allows the user to match the appropriate WSN to a student record created without a WSN. Assigning a WSN to a “WSN-less” record prevents duplication and increases accuracy of PTP reports.

36


• Has not had an PTP in your district before, and • Will be turning age 14 during the course of the IEP to be developed.


entered). 8. If needed, save record and exit to return at a later date. 9. Once PTP is completed, print the PTP / I-8 Form and/or attach as a PDF file to your district

IEP. 10. Once PTP is completed, select ‘Lock PTP’ on the record completion page. 11. The record is now ready for review and submission to DPI.


• Each time a student’s transition plan is revised with or without an IEP team meeting, and • At least annually.


IEP Meeting; or Conduct an Annual IEP team meeting. (The system will bring forward the student’s most recently submitted PTP for revision)


8. If needed, save record and exit to return at a later date. 9. Once PTP is completed, print the PTP / I-8 Form and/or attach as a PDF file to your district

IEP. 10. Once PTP is completed, select ‘Lock PTP’ on the record completion page. 11. The record is now ready for review and submission to DPI.

Create a Draft PTP for Use at an IEP team Meeting

With respect to a draft IEP:PTP, we encourage IEP team members to come to an IEP team meeting prepared to discuss age-appropriate transition assessments and preliminary recommendations. School staff may bring drafts of some or all of the PTP content to the meeting, as long as parents and



37

other IEP team members have an opportunity for input and discussion at the meeting. The content of IEPs may not be predetermined. In other words, it is not permissible for a local education agency to have the final PTP completed before an IEP team meeting begins.



PTP. 2. Print the demonstration PTP and bring it to the IEP team meeting. (PTP records

created on the demonstration site are not saved electronically for later retrieval.) 3. At the IEP team meeting, click on Postsecondary Transition Plan (PTP) Login link on



Option B: 1. Click on Postsecondary Transition Plan (PTP) Login link on the Indicator 13

webpage at http://sped.dpi.wi.gov/sped_spp-transition to create a PTP. 2. Log in using your WAMS User ID and password. 3. From the Main Menu, click “Create PTP” or “Revise PTP.” 4. Follow the steps to create a new PTP or review/revise an existing PTP as appropriate. 5. Enter PTP data necessary for drafting purposes. 6. When finished, select “Save and Exit.” 7. DO NOT SELECT “LOCK PTP” AT ANY POINT DURING DRAFTING.











38





Create a postsecondary transition plan when the student’s record cannot be found in the PTP The PTP locates student records using the student’s Wisconsin Student Number (WSN). On occasion PTP users may not find a student listed at their current school. This situation is likely the result of a failure to update the student’s WSN in the Wisconsin Student Locater System (WSLS). The PTP provides the option of creating a PTP record for a student under these circumstances. The Director/Designee must assign the WSN to the PTP record before it may be submitted to DPI.

• At “Step 2- Student Selection” within the PTP application, click on the blue link, “Can’t find the student you are looking for?”

• Enter the student identifying information requested. • Following the remaining steps to complete the student’s PTP. • Once PTP is completed, print the PTP / I-8 Form or attach as a PDF file to your district

IEP. • Select ‘Lock PTP’ on the record completion page. • Notify the Director of Special Education or designee you created a PTP for the student

without a WSN, so that the WSN may be assigned. Move a student’s PTP record from one school to another An incorrectly located student record within the PTP is most likely the result of outdated information in the Wisconsin Student Locater System (WSLS). The “Move Student” function allows a user with Director/Designee authority to relocate the student’s record at the appropriate school within the same district. The “Move Student” function is not a placement determination; IEP teams must make an appropriate placement determination before a student moves from one school to another.

1. Click on the PTP link on the Indicator 13 webpage (http://sped.dpi.wi.gov/sped_spp-transition).

2. Log in using your WAMS User ID and password. 3. From the Main Menu, click “Move Student” tab on the navigation bar. 4. Follow the instructions. 5. When finished select “Save and Exit.” 6. As soon as possible, and no later than 30 days, alert the district’s WSLS manager to assign







39

the student’s WSN to the appropriate school. Match WSN

1. From the main menu select “Update a PTP Record with a Student’s WSN.” 2. Select the appropriate school. 3. Search for the student. 4. Match the student’s record with the appropriate WSN.

40

APPENDIX A

MEASURABLE POSTSECONDARY EDUCATION OR TRAINING GOALS

41

� Attend a technical/community college and earn an associate degree, diploma, or certificate. � Attend a 2-year university or college. � Attend a 4-year college or university and earn an undergraduate degree. � Attend a short-term certificate program. � Receive on-the-job training (including apprenticeship). � Participate in a humanitarian program, e.g., Peace Corps, Vista, etc. � Enlist in the military. � Other (Provide description)

42

APPENDIX B

MEASURABLE POSTSECONDARY EMPLOYMENT GOALS

43

PTP Career Clusters and Pathways The options provided below are based on the Wisconsin Career Pathways modeled after 16 national career clusters developed by the States’ Career Clusters Initiative (SCCI). For

purposes of this IEP:PTP application, the content and appearance of the career clusters and associated pathways have been slightly altered from how they are presented at http://www.wicareerpathways.org. To find more information on the career clusters, go to http://sped.dpi.wi.gov/files/sped/av/tran-ptp-career/player.html


http://sped.dpi.wi.gov/files/sped/av/tran-ptp-career/player.html

44

45

APPENDIX C TRANSITION SERVICES

46

Acquisition of Daily Living Skills Daily living skills are activities that adults do most every day. These include such things as preparing meals, budgeting, maintaining a residence, paying bills, raising a family, caring for clothing, and/or personal grooming. Act responsibly in caring for personal property and the property of others Choose and wear clothing appropriate in size, color, pattern, and style Complete an assessment of daily living skills Contact a DHS case manager to be placed on the residential service waiting list Demonstrate ability to communicate personal information in appropriate situations Demonstrate ability to determine temperature by reading a thermometer Demonstrate ability to maintain a comfortable room temperature in the home Demonstrate ability to operate a washer and dryer Demonstrate ability to respond to household emergency situations Demonstrate acceptable eating behaviors Demonstrate advanced telephone skills Demonstrate an acceptable understanding of concepts related to sexual awareness Demonstrate an understanding of words found in the home environment Demonstrate good decision making skills Demonstrate knowledge of the physical and personal care of children Demonstrate proper judgment in food storage Demonstrate qualities of a good citizen Demonstrate safety precautions in the home Demonstrate time management skills Demonstrate understanding of measurement as it applies to everyday living Develop a contact list of agencies that provide residential supports in this county Develop a network of informal supports Develop a personal fitness routine Develop a shopping list based on recognized household and personal needs Develop emergency procedures for use at home Dress and undress independently Dress appropriately for specific situations (e.g., weather, special events, casual, seasonal) Explore possible assistive technology and adaptive assistance Explore possible technology and adaptive assistance Know how and when to seek medical assistance Listen to the weather forecast to plan daily/weekly outings/clothing choices Maintain a clean body Maintain a neat appearance Maintain own bedroom Make local calls and respond appropriately to incoming calls Manage daily time schedule Manage money and pay bills Manage personal self care Manage personal toileting needs Meet with a doctor to discuss birth control/family planning options

47

Meet with a family financial planner Meet with and interview adults with disabilities and their families who are receiving residential supports Open a checking/savings account Perform light household maintenance Perform written correspondence Practice preventive health care Prepare and serve foods which require little or no cooking Prepare and serve simple foods which require cooking Purchase clothing and learn how to care for clothes Purchase food Recognize when clothing repair is necessary and either mend the item or arrange for assistance Recognize when specific things need cleaning Register for long-term care services with the local Aging and Disability Resource Center (ADRC) Schedule and keep medical appointments Select a primary care physician and dentist Sort, wash, dry, fold, and put away laundry Take courses in foods, family life, child development, and babysitting Treat minor illnesses and perform basic first aid Understand directions for taking medications Visit community agencies that provide daily living skills training to adults Other (Provide description)

Community Experiences

Community experiences are generally provided outside the school building and prepare the student for participation in community life. Community experiences encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, or other opportunities. Access services and items which have a constant location Apply for residential services Demonstrate ability to identify the locations of and get to social service agencies Demonstrate ability to navigate the community Demonstrate ability to safely cross streets including those with traffic lights Demonstrate an understanding of cost saving techniques Demonstrate appropriate social behaviors in the community Demonstrate knowledge of Section 504 of the Rehabilitation Act and Americans with Disabilities Act Demonstrate knowledge of banking options: checking, savings, debit cards, online banking, etc. Demonstrate knowledge of community agencies that provide services and support to people with

disabilities Demonstrate understanding of basic insurance needs and where to purchase coverage Demonstrate understanding of purchasing options and pay for large purchases in the community Develop a realistic plan for addressing post secondary housing needs and demonstrate the ability to

secure housing Enroll in and take classes through the local County Extension Program Enroll in community education courses

48

Enroll in summer college for youth Identify activities of choice to do with an adult service provider Identify activities of choice to do with family members or friends Identify any supports needed to participate in activities Identify appropriate resources for problem solving Identify proper responses to emergency situations in the community Identify specific community facilities to join for recreation and leisure services Identify specific recreation or leisure activities of choice and participate independently Investigate participation in church/temple or social/recreation events Investigate participation in community civic and social organizations Investigate participation in community sports teams or organizations Investigate youth volunteer programs at the hospital Investigate youth volunteer programs at the library Join a community recreation center or YMCA Join a community team or organization Join local organization or club Know the dangers of accepting assistance or goods from strangers Learn about local art galleries, public museums, library Locate needed items in a grocery store Locate specified areas within neighborhood Locate, access & use relevant community resources Make and keep own appointments Observe a courtroom or jury duty process Obtain a state identification card or get instructional support to obtain a driver’s license Participate in extracurricular activities Participate in group activities supported by an adult service provider Practice banking, budgeting, and shopping skills Recognize and understand cost and pay for small purchases in the community Register for classes with city parks and adaptive recreation programs Register with Selective Service Select and order food in restaurants independently Take classes through the local 4-H organization Understand relevant community signs Use public transportation or get instructional support to obtain a driver’s license Other (Provide description)

Employment including Supportive Employment Employment and supported employment focus on the development of work-related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. While volunteer work and work for sub-minimum wage provides important job skills and experience, the focus of postsecondary employment goals for all students with disabilities is integrated employment, which is defined as employment at a competitive wage (at least minimum wage). Accurately complete a job application Attend a transition fair or career fair at school and/or in the community

49

Collect information regarding desired employment and career interests for adult life beyond college and/or postsecondary vocational training

Complete application for DVR Conduct an informational interview with military branch officers Contact a Work Incentives Benefit Specialist to discuss the impact of employment and benefits Contact the state Commission for the Blind and Visually Impaired to obtain employment services Demonstrate ability to access various resources for assistance in job searching Demonstrate appropriate hygiene and grooming Demonstrate employability skills and schedule a work experience Demonstrate good attendance and punctuality Demonstrate knowledge of Section 504 of the Rehabilitation Act and Americans with Disabilities

Act Demonstrate the necessary interpersonal skills to work with others Demonstrate the skills necessary to perform successfully in a job interview Demonstrate understanding of how work contributes to self-confidence Demonstrate understanding of how work provides opportunity to develop personal relationships Demonstrate understanding of how workers contribute to society Demonstrate understanding of the relationship between specific jobs and the education required Demonstrate understanding that some jobs do not require further education Develop work readiness skills and vocational English Draft resume, cover letters, and thank you notes for after interviews Exhibit punctuality Explore possible summer employment through the Summer Youth JTPA or WIA program Follow directions without complaint Get a part-time job in an area of interest Go on informational interviews with employers Have a variety of successful community-based work experiences Identify work-related strengths and skills Interview a job coach for assistance with learning job tasks Learn about the county one-stop career centers Learn how to interview, write resumes, cover letters, and do a job search Learn more about the voucher for Ticket to Work (for SSI beneficiaries) and interview providers Maintain a productive work rate Maintain appropriate work habits Maintain appropriate work habits when supervisor is not present Meet with a DVR counselor to develop an Individualized Plan for Employment (IPE) Meet with a Job Corps counselor Meet with adult workers in careers of interest Meet with armed forces recruiter Meet with supported employment agencies to identify and evaluate their services Observe job site and develop a task analysis for job activities Obtain a list of providers to DVR who conduct person-centered planning, job development and

placement, and job coaching Obtain a paid job in an area of interest Obtain and memorize Social Security number Obtain information and/or apply for youth apprenticeship program Participate in a career exploration program

50

Participate in a supported employment job experience Participate in chores at home Participate in job shadowing Practice completing job applications and interviewing skills Practice explaining disability and needed accommodations Practice negotiation skills for job raises Practice working with others by demonstrating good listening skills and verbal communication

skills Purchase clothes for job interviews Receive orientation and mobility training in place of employment Recognize the need to support oneself financially Register with Employment Services Request application from DVR Research careers, qualifications and specifications, and key words for resume development

through O*Net Respond appropriately to authority figures Respond appropriately to verbal correction from others Schedule a visit with the local DVR office to determine eligibility for services Understand a paycheck Understand factors which influence job retention, dismissal, and promotion Visit possible employment sites Visit the labor organization offices for a local union Volunteer in the community Work towards obtaining a license in chosen career, if required Write a Plan for Achieving Self-Support (PASS) and submit it to Social Security to obtain funding

for starting a business Write a Plan for Achieving Self-Support (PASS) and submit it to SSA to obtain funding for

transportation to and from a job Other (Provide description)

Functional Vocational Evaluation

A functional vocational evaluation is an 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, formal or informal measures, and should be practical. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. Teachers should conduct ongoing comprehensive, age-appropriate transition assessment, including functional vocational evaluation. Complete a Career-Vocational interest/aptitude survey Complete an intensive, off-site functional vocational evaluation Complete non-verbal picture career interest inventory Complete the Armed Services Vocational Aptitude Battery (ASVAB) Produce observable work samples Other (Provide description)

51

Instruction

Instruction is a formal or informal imparting of knowledge or skills that a student needs to receive in specific areas to complete needed courses, succeed in the general curriculum and gain needed skills. Access tutoring services in school or through a private agency Apply for a Big Brother/Big Sister to help with homework and mentoring Apply for and take ACT/SAT test (modified, if appropriate) Complete a learning styles inventory to identify preferred learning methods Complete academic assessments to determine academic strengths and needs Complete college entrance exam Contact college for entrance exam schedule Demonstrate financial literacy Demonstrate money skills Demonstrate responsible decision-making in the classroom Demonstrate time management skills Determine appropriate use and implementation of assistive technology Enroll in a college-prep program Enroll in a SAT/ACT prep course Enroll in a skills certificate program Enroll in a tech-prep program Enroll in a work-based experience Enroll in a youth apprenticeship program Enroll in a Youth Options course Enroll in an independent living course Enroll in career and vocational education/vocational English Enroll in parenting classes Get instructional support with driver’s education course Investigate graduation status and follow-up Practice positive and proactive communication skills in the classroom Practice positive interpersonal social skills in the classroom Practice self-advocacy and self-determination skills in the general education classroom Review entrance exam results Schedule appointment to take college entrance exam Take a CPR/First Aid course Take a GED pre-test (if appropriate) Take courses in foods, family life, child development, and babysitting Other (Provide description)

Other Post School Adult Living Objectives

Adult living skills 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, planning for retirement, and accessing adult services such as Social Security.

52

Access Benefits Counseling Access health or social work services Apply at adult support agencies Apply for a mentor through a local, non-profit agency for counseling of substance abuse and

delinquency Apply for consumer education on home buying and informed decision-making Apply for credit cards and manage personal debt Apply for disability card for reduced fees with public transportation Apply for eligibility with state transportation program Apply for eligibility with the state division of Mental Health Services Apply for financial assistance to access post secondary training/learning options Apply for housing assistance (HUD) Apply for post secondary educational options Apply for post-secondary housing Apply for Supplemental Security Income (SSI) from the Social Security Administration (SSA) Collect information regarding desired postsecondary educational involvement Collect information regarding desired residential life beyond high school and a residential

postsecondary education setting Contact college/tech school to arrange for class interpreters Contact the state Commission for the Blind and Visually Impaired to obtain training on

independent living Cost compare for household items Demonstrate ability to locate and complete information for grants, loans, scholarships Demonstrate ability to schedule and follow through on college/tech school visits Demonstrate knowledge of Section 504 of the Rehabilitation Act and Americans with Disabilities

Act Demonstrate self awareness Demonstrate self confidence Develop a list of people, phone numbers, etc., who can be resources to you once you leave

school and determine where to keep the list Develop Crisis Management skills Enroll in a delinquency prevention program Enroll in Adult/Continuing Education courses Enroll in Community College courses Explore admission requirements for possible part-time enrollment at a Vocational/Technical

School Explore city/county transportation options Explore guardianship issues and estate planning Explore insurance issues and needs Explore post-secondary areas of interest Get instructional support to obtain a driver’s license Identify and visit community mental health agencies Identify possible sources of support for coping with difficult life situations Identify post-secondary housing options Identify potential providers of recreation options: Rec Plex, YMCA, Midwest Therapeutic Riding,

Boys and Girls Club, etc.

53

Interview and select an adult provider Investigate local insurance companies for automobile and rental or homeowner’s insurance Join the local YMCA, YWCA, health club, or community recreation center Learn about consumer skills, rights, and responsibilities Learn about expectations for eating in restaurants Learn about managing/maintaining/performing simple repairs on a home and obtaining

modifications/accommodations Learn about meeting locations, dates, and times for support groups such as Alcoholics

Anonymous, Narcotics Anonymous, etc. Learn how to use public transportation Line up audio logical services for post school Make linkages to adult agencies or providers Meet with a potential landlord Meet with a social worker to discuss interpersonal skill development Negotiate car purchases, etc. Obtain a bank ATM card Obtain assistance on management of financial resources and legal issues Obtain assistance to complete a tax return Obtain information about financial planning and investing Obtain information on continuing and adult education opportunities Obtain information on managing personal health and fitness Obtain, complete, and submit applications for tuition assistance programs Obtain, complete, and submit applications to colleges of choice Open a bank account and manage finances/budgets/bills Open a checking/savings account Plan for accessing post secondary education that matches identified career choice Plan for vacation/leisure activities Practice the process for accessing apartments for rent Prepare an initial housing budget Register for selective service and learn about public service obligations and opportunities Register to vote and learn about the election process Rehabilitation counseling Research college scholarship opportunities Schedule an appointment for support from WIC—Women, Infants, and Children program Sign up for utilities Visit a bank to discuss a car or school loan Visit adult service providers in the community Visit college campuses and meet with student support services Visit/tour a variety of adult housing options with supports Write an introductory letter to the disability services counselor at a postsecondary school of

interest Other (Provide description)

Related Services

54

Related services consider the current and projected related service needs of the student. This area of transition services is not for specifying the needed related services for the next school year. Related services for the coming school year should be addressed in another section of the IEP. Rather, this context of related services has to do with determining if the related service needs will continue beyond school. If so, the IEP should identify who or what agency might provide those services, help identify how the student and parent can access those services and connect the student and parent to whoever will provide those services before the student leaves the school system. This type of planning, discussion, and identification of activities/strategies should help make the move from the school’s services to an adult service provider as seamless as possible for students and families. Access orientation and mobility services Apply for a mentor through a local, non-profit agency Complete an assistive technology evaluation Contact Benefits Counseling Provider Engage in conversations using an augmentative communication device Identify potential post school providers of recreation therapy or occupational therapy and potential

funding sources Identify potential post school providers of related services and funding sources Initiate meetings to transition from child to adult mental health care Learn about potential post school providers of speech therapy Modify vehicle — explore options for modified transportation Obtain a driving capability assessment Obtain new equipment Visit potential post school providers of physical therapy Other (Provide description)

55

APPENDIX D

WORKSHEET FOR USE WHEN THE PTP IS UNAVAILABLE

56

INDIVIDUALIZED EDUCATION PROGRAM:

POSTSECONDARY TRANSITION PLAN WORKSHEET

Name of Student _____________________________________________________ Date of Birth___________________

School _____________________________________________________________

Date of IEP team meeting ____________

Date student was invited to the IEP team meeting _____________________

Method of inviting the student to the IEP team meeting:

□ Written □ Verbal

Did the student attend the IEP team meeting?

□Yes

□No – List the steps that were taken to ensure that the student’s preferences and interests are considered.

Has an age-appropriate transition assessment been conducted?

□Yes

□No – The IEP team must complete an age-appropriate transition assessment before measurable postsecondary goals for the student can be identified or developed. The IEP team should not proceed until such assessment takes place. Depending on the type of transition assessment to be used, it may be possible to complete such an assessment at the IEP team meeting. Describe the results of the assessment (optional)

Postsecondary education or training goal

After high school the student will: (select one)

� attend a technical/community college and earn an associate degree, diploma, or certificate. � attend a 2-year university or college. � attend a 4-year college or university and earn an undergraduate degree. � attend a short-term certificate program. � receive on-the-job training (including apprenticeship). � participate in a humanitarian program, e.g., Peace Corps, Vista, etc. � enlist in the military. � other _________________________________________________________________

57

(“Other” responses are subject to review by the Department of Public Instruction and may result in identified noncompliance.)

Additional information the IEP team may wish to include related to the student’s education or training goal:

Postsecondary employment goal (Please select from Appendix B. Responses not selected from Appendix B are subject to review by the Department of Public Instruction and may result in identified noncompliance.)

After completing or obtaining postsecondary education or training, the student will be employed in the field of:

Additional information the IEP team may wish to include related to the student’s employment goal:

Does the student have a need for a postsecondary goal(s) related to independent living skills?

□Yes □No

If yes, after high school the student will:

Does the student’s IEP contain at least one annual goal or short-term objective that will help the student make progress toward meeting all of the stated postsecondary goals?

□Yes

□No - The IEP team must develop an annual goal(s) to be included in the annual goals section of the IEP that will help the student make progress toward meeting the stated postsecondary goals.

58

Record the relevant annual goal(s) here (optional):

List at least one transition service that will assist the student in achieving their postsecondary goals. (Please select from Appendix C. Other responses are subject to review by the Department of Public Instruction and may result in identified noncompliance.)

Category Transition Service School Year

Person(s) responsible

Will other agencies likely be involved in providing or paying for any transition services during the term of this IEP?

□Yes □No

If yes, did the local education agency obtain the written consent of the parents or the adult student to invite a representative(s) of the outside participating agency(ies) to attend the IEP team meeting?

□Yes □ No

□ Parent or adult student refused consent, or the LEA was unable to obtain consent after three good faith attempts.

If consent was obtained, was a representative(s) of the outside participating agency(ies) invited to the IEP team meeting?

□Yes □No

Agencies invited to the meeting (optional)

List the classes the student will take while in high school focusing on the academic and functional achievement needed to assist the student in reaching his or her postsecondary goals (attach additional pages as needed).

Course Title School Year

59

Will the student reach his/her 17th birthday during the timeframe of the IEP or has the student reached the age of 18?

□Yes □No

(If yes, specify how the student and parents have been informed of the rights which will transfer or have transferred to the student at age 18 if no legal guardian has been appointed)

Will the student be exiting school because of graduation or exceeding the age of eligibility for a Free Appropriate Public Education (FAPE) at the conclusion of the current academic school year?

□Yes □No

If yes, eligibility for a Free Appropriate Public Education (FAPE) ends when a student is granted a regular high school diploma, or at the end of the school term in which the student turns age 21. Under these circumstances, the local education agency must provide the child with a summary of the child’s academic achievement and functional performance, including recommendations on how to assist the child in meeting the child’s postsecondary goals. 34 CFR 300.305(e)(2) and (3), IDEA The summary of performance must be provided at a reasonable point prior to graduation. It is not necessary to conduct an IEP team meeting to develop the summary of performance.

Documents

Postsecondary Transition Plan (PTP) Guideschd.ws/hosted_files/dpicollaborativepstconferen2015/af/tran-ptp...publicly report compliance data from local educational ... Postsecondary