Enhancing Secondary Transition Services: Key Strategies for Indicator 13 Implementation
Improving Secondary Transition
Services: Indicator 13
1-Hour Presentation
Agenda for Today’s Meeting
•
Indicator 13 and Transition Law
•
Meeting Indicator 13 Requirements
–
Transition Assessment
–
Writing Postsecondary Goals
–
Transition Services
–
Course of Study
–
Aligning Annual IEP Goals
–
Evidence of Coordination
–
Student Invitation
2
Materials for Today’s Meeting
•
Indicator 13 Checklist A and/or B
•
Handout of formulas for writing
postsecondary goals and annual IEP goals
3
Seattle University- Center for Change in Transition Services, 2010
Why Transition Assessment?
5
•
Transition Assessment
–
“is the
ongoing
process
of collecting data on the
student’s
needs
,
preferences
, and
interests
as
they relate to the demands of current and future
working, educational, living, personal, and social
environments”
(Sitlington & Payne, 2004)
Key to Successful Transition Planning:
Transition Assessment
•
Assessment data serve as the
common thread
in the transition process
•
Forms the
basis for defining goals and
services
to be included in the Individualized
Education Program
(DCDT, 2013)
6
Transition Assessment is strengthened….
–
When teachers across
the curricula
collaborate
to conduct transition
assessments related to
specific content areas
–
When families and
students are involved in
the process
8
Allison
9
Indicator 13
•
Percent of youth with IEPs aged 16 and above with an IEP that
includes
appropriate measurable postsecondary goals
that are
annually updated
and based upon an
age appropriate transition
assessment
,
transition services
, including
courses of study
, that will
reasonably enable the student to meet those postsecondary goals,
and
annual IEP goals
related to the student’s transition services
needs.
•
There also must be
evidence that the student was invited to the
IEP Team meeting
where transition services are to be discussed and
evidence that, if appropriate,
a representative of any participating
agency was invited
to the IEP Team meeting with the prior consent
of the parent or student who has reached the age of majority. (20
U.S.C. 1416(a)(3)(B))
10
Indicator 13 Checklist
1.
Is there an appropriate measurable postsecondary
goal or goals in this area?
2.
Is (are) the postsecondary goal(s) updated annually?
3.
Is there evidence that the measurable postsecondary
goal(s) were based on an age appropriate transition
assessment?
4.
Are there transition services in the IEP that will
reasonably enable the student to meet his or her
postsecondary goal(s)?
11
Indicator 13 Checklist
(cont.)
5.
Do the transition services include courses of study that
will reasonably enable the student to meet his or her
postsecondary goal(s)?
6.
Is (are) there annual IEP goal(s) related to the student’s
transition services needs?
7.
Is there evidence that the student was invited to the IEP
Team meeting where transition services were discussed?
8.
If appropriate, is there evidence that a representative of
any participating agency was invited to the IEP Team
meeting with the prior consent of the parent or student
who has reached the age of majority?
12
Indicator 13 Checklist (cont.)
•
We will address each of the components of I-
13 in the following slides, as it relates to
Allison’s case study.
13
Writing Postsecondary Goals
14
Postsecondary Goals
•
Measurable = Countable
•
Identifies an outcome, not a process
•
One goal for each adult outcome area
•
Adult Outcome Areas
–
Education or Training (required)
–
Employment (required)
–
Independent Living (when appropriate)
15
Postsecondary Goal Questions
•
Where is the student going to work or engage in
productive activities after graduation?
•
Where and how is the student going to continue
to learn and/or develop skills after graduation?
•
Where is the student going to live and how is he
or she going to access adult services, participate
in the community and have fun after graduation?
16
Formula for writing a Postsecondary
Goal
17
Allison
18
Allison’s Examples of Postsecondary
Goals
•
Education and Training:
–
After graduation from high school, Allison will
enroll in (a four-year) college (and pursue a
Bachelor’s degree in Child Development).
•
Employment:
–
After (earning her four-year degree), Allison will
obtain (full-time) employment (working with
children).
19
Allison’s Examples of Postsecondary
Goals
•
Independent Living:
–
After high school, Allison will self-advocate for
accommodations in college.
–
After high school, Allison will use strategies to
effectively manage her time, (so that she
successfully meets her deadlines for college).
20
Updated Postsecondary Goals
21
Updated Postsecondary Goals
•
Is (are) the postsecondary goal(s) updated
annually?
22
Allison’s Example of Updated
Postsecondary Goals
Example:
•
In her PLAAFP, the following is written: “Allison
wants to work with children after obtaining a
four-year degree (junior year survey).”
Non-Example:
•
“Allison Will get a job after high school (same
goal from her IEP in 9
th
grade).
23
Age-Appropriate Transition
Assessment
24
Age-Appropriate Transition
Assessment
•
We began our process with transition
assessments, including
–
Ongoing assessments
–
Age-appropriate assessments
–
Assessments from multiple sources
–
Formal and informal assessments
25
Types of Transition Assessment
26
Formal and Informal
Transition Assessment Questions
•
Where is the individual presently?
•
Where is the individual going?
•
How do we get the individual there?
(Colorado DPI,
2005)
27
Documenting Results
•
IEP Form
•
Summary or raw data in student’s file
28
Transition Services
29
Transition Services
•
Should focus on academic and functional achievement
to facilitate movement from school to post-school life
•
For each postsecondary goal, transition services can
include:
–
Instruction
–
Related Services
–
Community Experience
–
Development of Employment and Post-School Objectives
–
Acquisition of Daily Living Skills (if appropriate)
–
Functional Vocational Evaluation (if appropriate)
30
Examples of Transition Services
Instruction
– teaching academics, work-related skills,
community skills, self-determination skills
Related services
– transportation, occupational therapy, physical
therapy, job coach
Community experiences
– work-based, daily living, visits to local
colleges
Employment
&
other
post-school adult living objectives
–
financial planning, health care, self-advocacy, self-
determination
Daily living skills
– learning to drive, banking, health care, self-
sufficiency
Functional vocational evaluation
– formalized employment
assessment
Transition Services Questions
•
What experiences must the student participate in this
academic year that are necessary for achieving the
identified post-secondary goals?
•
What services and specific instruction are essential this
year for the student to develop skills and knowledge to
attain their post-secondary goals?
•
Do we know enough about this student’s vocational
skills to identify an appropriate post-secondary
employment goal or design activities to support the
identified goal?
32
Allison’s Example Transition Services
•
Education/Training:
–
Support filling out the FAFSA (FAFSA representative by 2
nd
quarter of
senior year)
–
Assistance applying for college (case manager by 2
nd
quarter of senior
year)
•
Employment:
–
Job shadow experience with children (work program coordinator by 4
th
quarter of junior year)
–
Part-time employment in a position related to working with children
(work program coordinator by 1
st
quarter senior year)
•
Independent Living:
–
Driver’s education (driver’s education teacher by second semester)
33
Course of Study
34
Course of Study Aligned with
Postsecondary Goals
•
A multi-year description of coursework to
achieve the student’s desired post-school
goals from the student’s current to anticipated
exit year
(Storms, O’Leary, & Williams, 2000)
35
Course of Study Questions
•
Is a course of study already identified for this
student?
•
Is this course of study aligned with the
student’s postsecondary goals?
36
Allison’s Example Course of Study
•
Final 3 semesters of courses of study listed,
reflecting state’s graduation requirements and
identify electives of:
–
Psychology
–
Cooperative Work Experience
–
Child Development
–
Resource Supports
37
Aligning Annual IEP Goals
38
Annual IEP Goals
•
For each post-secondary goal, there must be
an annual goal or goals included in the IEP
that will help the student make progress
towards the stated post-secondary goals.
39
Writing an Annual Goal that Supports
the Postsecondary Goal Formula
40
Examples of Allison’s Aligned Annual
Goals
•
Postsecondary Education and Training Goal:
–
After graduation from high school, Allison will attend a
four-year college and take courses in Child
Development.
•
Annual IEP Goal:
–
Given direct instruction to use a graphic organizer for
prewriting expository essays, Allison will complete the
graphic organizer with 80% accuracy as measured by
teacher rubrics by the end of the 1
st
school semester.
41
Examples of Allison’s Aligned Annual
Goals
•
Postsecondary Employment Goal:
–
After earning her four-year degree, Allison will obtain
full-time employment working with children.
•
Annual IEP Goal:
–
Given 2 job shadowing experiences, one in each of the
following: early childhood education and elementary
education, Allison will identify her likes and dislikes of
each setting by completing a job site interest survey
and verbally describing her preferences during the
duration of this IEP.
42
Examples of Allison’s Aligned Annual
Goals
•
Postsecondary Independent Living Goal:
–
After high school, Allison will use strategies to
effectively manage her time, so that she
successfully meets her deadlines for college.
•
Annual IEP Goal:
–
Given an assignment notebook, Allison will write
all assignments in her notebook for all subjects for
15 consecutive days by the end of the semester.
43
Invitation to Student
44
Invitation to Student
•
For the current year, is there evidence in the
IEP or cumulative folder that the student was
invited to attend the IEP team meeting?
45
Allison’s Example and Non-Example
Invitation to Student
•
Example:
–
Notification of conference including Allison as an
invitee.
•
Non-example:
–
Allison’s signature on the IEP
46
Evidence of Coordination
47
Evidence of Interagency Coordination
•
Are there transition services listed on the IEP that
are likely to be provided or paid for by an outside
agency?
•
If so, include:
–
Agencies identified that would provide or pay for post-
secondary services
–
Evidence of parent consent (or student consent at age
of majority) to invite agencies
–
Evidence that agencies were invited to the IEP
meeting
48
Allison’s Example of Interagency
Collaboration
•
Example:
–
A consent form signed by Allison, who is 18,
indicating that the LEA may contact the disability
services office at the university of her choosing.
–
An invitation to conference in the file, mailed to
an individual in the disability services office of the
university to which Allison wants to attend.
49
Questions?
Evaluations
50
Additional NTACT Resources:
51
#transitionta
www.transitionta.org
Sign up for our listserv
here
Time Allotment:
2 minutes
All Materials Needed:
Indicator 13 Checklist A and/or B
Three case studies:
1. student with mild disability (e.g., Allison)
2. student with moderate disability (e.g., Alex)
3. student with profound disability (e.g., Carla)
The PowerPoint has been developed, using Allison’s case study. However, the other two case studies may be referenced and provided as additional material, so that participants may become familiar with this process for a variety of students.
Background Information:
The Individuals with Disabilities Education Act (IDEA) was reauthorized on December 3, 2004 and its provisions became effective on July 1, 2005. In conjunction with the reauthorization, the U. S. Department of Education through the Office of Special Education Programs (OSEP) required states to develop six-year State Performance Plans in December, 2005 around 20 indicators, on which data were to be submitted annually (beginning February 2007) in Annual Performance Reports. In 2012, OSEP updated the Results Driven Accountability system around 17 indicators of compliance and performance, including one for a State Systemic Improvement Plan (SSIP). The 13th Indicator (since 2005) relates to transition services for students with disabilities.
Facilitator’s Notes:
• “Today’s session will focus on meeting the requirements of Indicator 13 in order to improve transition services for secondary students with disabilities.”
Learn about the essential components of Indicator 13 in secondary transition services, including transition assessment, goal-setting, alignment of IEP goals, and coordination for successful student outcomes. Discover why transition assessment is crucial, how it informs the planning process, and the importance of collaboration between educators, families, and students. Gain insights from the Seattle University Center for Change in Transition Services and practical tools for effective transition planning.
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Presentation Transcript
Improving Secondary Transition Services: Indicator 13 1-Hour Presentation
Agenda for Todays Meeting Indicator 13 and Transition Law Meeting Indicator 13 Requirements Transition Assessment Writing Postsecondary Goals Transition Services Course of Study Aligning Annual IEP Goals Evidence of Coordination Student Invitation 2
Materials for Todays Meeting Indicator 13 Checklist A and/or B Handout of formulas for writing postsecondary goals and annual IEP goals 3
Seattle University- Center for Change in Transition Services, 2010
Why Transition Assessment? Transition Assessment is the ongoingprocess of collecting data on the student s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, personal, and social environments (Sitlington & Payne, 2004) 5
Key to Successful Transition Planning: Transition Assessment Assessment data serve as the common thread in the transition process Forms the basis for defining goals and services to be included in the Individualized Education Program (DCDT, 2013) 6
Transition Assessment is strengthened. When teachers across the curricula collaborate to conduct transition assessments related to specific content areas When families and students are involved in the process
Allison Transition Assessment Documentation AIR Self-Determination Assessment Informal interviews Career Employment Education Checklist School career planning survey for juniors School Parent Survey Parent Interviews Postsecondary Vision Be more organized Go to a four-year college and succeed Work with young children Allison Allison s Parents Enroll in a college program that will help her achieve her career goals Find a school and social life balance Met college entrance and state testing requirements (to date) Additional Assessment Data 9
Indicator 13 Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B)) 10
Indicator 13 Checklist 1. Is there an appropriate measurable postsecondary goal or goals in this area? 2. Is (are) the postsecondary goal(s) updated annually? 3. Is there evidence that the measurable postsecondary goal(s) were based on an age appropriate transition assessment? 4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)? 11
Indicator 13 Checklist (cont.) 5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? 6. Is (are) there annual IEP goal(s) related to the student s transition services needs? 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? 8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? 12
Indicator 13 Checklist (cont.) We will address each of the components of I- 13 in the following slides, as it relates to Allison s case study. 13
Postsecondary Goals Measurable = Countable Identifies an outcome, not a process One goal for each adult outcome area Adult Outcome Areas Education or Training (required) Employment (required) Independent Living (when appropriate) 15
Postsecondary Goal Questions Where is the student going to work or engage in productive activities after graduation? Where and how is the student going to continue to learn and/or develop skills after graduation? Where is the student going to live and how is he or she going to access adult services, participate in the community and have fun after graduation? 16
Allison Transition Assessment Documentation AIR Self-Determination Assessment Informal interviews Career Employment Education Checklist School career planning survey for juniors School Parent Survey Parent Interviews Postsecondary Vision Be more organized Go to a four-year college and succeed Work with young children Allison Allison s Parents Enroll in a college program that will help her achieve her career goals Find a school and social life balance Met college entrance and state testing requirements (to date) Additional Assessment Data 18
Allisons Examples of Postsecondary Goals Education and Training: After graduation from high school, Allison will enroll in (a four-year) college (and pursue a Bachelor s degree in Child Development). Employment: After (earning her four-year degree), Allison will obtain (full-time) employment (working with children). 19
Allisons Examples of Postsecondary Goals Independent Living: After high school, Allison will self-advocate for accommodations in college. After high school, Allison will use strategies to effectively manage her time, (so that she successfully meets her deadlines for college). 20
Updated Postsecondary Goals Is (are) the postsecondary goal(s) updated annually? 22
Allisons Example of Updated Postsecondary Goals Example: In her PLAAFP, the following is written: Allison wants to work with children after obtaining a four-year degree (junior year survey). Non-Example: Allison Will get a job after high school (same goal from her IEP in 9th grade). 23
Age-Appropriate Transition Assessment 24
Age-Appropriate Transition Assessment We began our process with transition assessments, including Ongoing assessments Age-appropriate assessments Assessments from multiple sources Formal and informal assessments 25
Types of Transition Assessment Formal and Informal 26
Transition Assessment Questions Where is the individual presently? Where is the individual going? How do we get the individual there? (Colorado DPI, 2005) 27
Documenting Results IEP Form Summary or raw data in student s file 28
Transition Services Should focus on academic and functional achievement to facilitate movement from school to post-school life For each postsecondary goal, transition services can include: Instruction Related Services Community Experience Development of Employment and Post-School Objectives Acquisition of Daily Living Skills (if appropriate) Functional Vocational Evaluation (if appropriate) 30
Examples of Transition Services Instruction teaching academics, work-related skills, community skills, self-determination skills Related services transportation, occupational therapy, physical therapy, job coach Community experiences work-based, daily living, visits to local colleges Employment & otherpost-school adult living objectives financial planning, health care, self-advocacy, self- determination Daily living skills learning to drive, banking, health care, self- sufficiency Functional vocational evaluation formalized employment assessment
Transition Services Questions What experiences must the student participate in this academic year that are necessary for achieving the identified post-secondary goals? What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their post-secondary goals? Do we know enough about this student s vocational skills to identify an appropriate post-secondary employment goal or design activities to support the identified goal? 32
Allisons Example Transition Services Education/Training: Support filling out the FAFSA (FAFSA representative by 2nd quarter of senior year) Assistance applying for college (case manager by 2nd quarter of senior year) Employment: Job shadow experience with children (work program coordinator by 4th quarter of junior year) Part-time employment in a position related to working with children (work program coordinator by 1st quarter senior year) Independent Living: Driver s education (driver s education teacher by second semester) 33
Course of Study Aligned with Postsecondary Goals A multi-year description of coursework to achieve the student s desired post-school goals from the student s current to anticipated exit year (Storms, O Leary, & Williams, 2000) 35
Course of Study Questions Is a course of study already identified for this student? Is this course of study aligned with the student s postsecondary goals? 36
Allisons Example Course of Study Final 3 semesters of courses of study listed, reflecting state s graduation requirements and identify electives of: Psychology Cooperative Work Experience Child Development Resource Supports 37
Annual IEP Goals For each post-secondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post-secondary goals. 39
Writing an Annual Goal that Supports the Postsecondary Goal Formula Given , student will (behavior) (time frame) (by June 20__) condition (criteria ) e.g., 3 out 4 times 80% teaching strategies e.g., direct instruction modeling peer tutoring 40
Examples of Allisons Aligned Annual Goals Postsecondary Education and Training Goal: After graduation from high school, Allison will attend a four-year college and take courses in Child Development. Annual IEP Goal: Given direct instruction to use a graphic organizer for prewriting expository essays, Allison will complete the graphic organizer with 80% accuracy as measured by teacher rubrics by the end of the 1st school semester. 41
Examples of Allisons Aligned Annual Goals Postsecondary Employment Goal: After earning her four-year degree, Allison will obtain full-time employment working with children. Annual IEP Goal: Given 2 job shadowing experiences, one in each of the following: early childhood education and elementary education, Allison will identify her likes and dislikes of each setting by completing a job site interest survey and verbally describing her preferences during the duration of this IEP. 42
Examples of Allisons Aligned Annual Goals Postsecondary Independent Living Goal: After high school, Allison will use strategies to effectively manage her time, so that she successfully meets her deadlines for college. Annual IEP Goal: Given an assignment notebook, Allison will write all assignments in her notebook for all subjects for 15 consecutive days by the end of the semester. 43
Invitation to Student For the current year, is there evidence in the IEP or cumulative folder that the student was invited to attend the IEP team meeting? 45
Allisons Example and Non-Example Invitation to Student Example: Notification of conference including Allison as an invitee. Non-example: Allison s signature on the IEP 46
Evidence of Interagency Coordination Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? If so, include: Agencies identified that would provide or pay for post- secondary services Evidence of parent consent (or student consent at age of majority) to invite agencies Evidence that agencies were invited to the IEP meeting 48
Allisons Example of Interagency Collaboration Example: A consent form signed by Allison, who is 18, indicating that the LEA may contact the disability services office at the university of her choosing. An invitation to conference in the file, mailed to an individual in the disability services office of the university to which Allison wants to attend. 49
Questions? Evaluations 50
