1 / 54

Building Capacity for Monitoring Transition IEP Compliance

Building Capacity for Monitoring Transition IEP Compliance. Presented by: Indiana Secondary Transition Resource Center www.instrc.indiana.edu Funded by: Office of Special Education, Indiana Department of Education. Goals for the Day. Learn about the Statewide Monitoring Process

iria
Download Presentation

Building Capacity for Monitoring Transition IEP Compliance

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Building Capacity for Monitoring Transition IEP Compliance Presented by: Indiana Secondary Transition Resource Center www.instrc.indiana.edu Funded by: Office of Special Education, Indiana Department of Education

  2. Goals for the Day • Learn about the Statewide Monitoring Process • Recognize a compliant Transition IEP (vs writing one) • Identify procedures for corrections • Identify between myths and truths of compliant Transition IEPs • Learn to align the Transition IEP components to ensure quality and compliance

  3. The Word of The Day ALIGN

  4. Reminder . . . . http://www.youtube.com/watch?v=Ow0lr63y4Mw

  5. Legend for the Day = easily made mistakes or quick fixes = “whack-a-mole” for careless mistakes = time for questions and discussion

  6. Statewide Monitoring Process • Districts are divided into 3 groups, rotation every 3rd year where your district’s data is submitted to the federal level –Office of Special Education Programs (OSEP) at the U.S. Department Of Education • Every year 1 group of data is submitted OSEP • The group that will be coming up for the next year’s submission or “proactive” group will be provided TA to improve data for following year. For example, group 2’s data is submitted to OSEP; group 3’s data is provided TA

  7. Statewide Monitoring Process • Randomization of STNs of students 14 years and older occurs with two groups each spring – one group’s data goes federal level; other group spends upcoming year in TA to improve data for next year • 3% of district SPED population or minimum of 3, maximum of 10 Transition IEPs are reviewed • Review team spends from May through August/September reviewing Transition IEPs • Report submitted IDOE September/October • IDOE looks at districts with systemic issues

  8. Review Team’s Guiding Principles • IEP needs to only meet minimal compliance • Look for responses in other sections (PLAFP for some transition assessment or for alignment) • Always remember it is a Case Conference Team Decision

  9. Transition IEP Review Timeline November – April TA and correction for the “proactive group” – September/October Indicator 13 report submitted to IDOE March STNs requested for 2 groups • May • Randomization • Review Team training with IDOE September-December Verification and correction for districts whose data will be submitted to OSEP that year February Indicator 13 report submitted to OSEP by IDOE May –August IEPs reviewed for compliance

  10. Frequently Asked Questions or Statewide Common Themes

  11. Student Invite

  12. “Where does present levels of academic and functional performance fit into the Transition IEP monitoring?”

  13. Present Levels of Academic and Functional Performance • Law says: “A transition IEP must contain the following: (1) A statement of the student's present levels of academic achievement and functional performance, including the following: (A) How the student's disability affects the student's involvement and progress in the general education curriculum. (B) Information from age appropriate transition assessments of: (i) strengths; (ii) preferences; and (iii) interests” 511 IAC 7-43-4

  14. There is Nothing in the Present Levels section that is Monitored for Compliance . However . . . . . . . . . . . . It is The Beginning of a Story

  15. PLAFP • Should be “Front Loaded” with data and information- it is the starting point for “connecting the rest of the IEP” orAligning the Transition IEP • Is relevant in that it is connected to the student’s disability and their needs (now and future settings) • Shows how the disability affects their involvement or progress in the general education curriculum • Data, Data and Data . . . “Would you know where to start instruction?” – stranger test

  16. Jose Jose participates in a Life Skills program. He works in the school cafeteria and at Wendy’s. He does a nice job following instructions and gets along well with all of his co-workers.  Jose has stronger Math skills than Reading skills. He understands the next dollar strategy and can do basic addition and subtraction.  Jose has difficulty with reading vocabulary words and comprehending what he has read. He goes to a general education Art class every day. He gets support as needed from either a peer tutor or a paraprofessional. OR

  17. Jose Jose is participating in a Life Skills program, where he is working on independent living and prevocational skills. Jose also participates in a community outing at least once a month with his class. Jose is in a general education Art class that meets daily. Jose is able to fill out a self- ID worksheet with minimal assistance. He still struggles with the spelling of his city and remembering his phone number. His calendar skills have improved. He is better at reading a calendar but still struggles with the spelling of the months and days of the week. Jose has improved when paying at restaurants. He has a good understanding of the next dollar strategy and understands how to leave a tip. He is very socially appropriate on school outings. He is always polite and respectful in the classroom and community. Jose has a job working in the dishroom in the school cafeteria. The cooks enjoy having him and he seems to like the job. He is able to rinse and put the dishes in the dishwasher with minimal support. He follows directions well and stays on task. Once in awhile he has to be reminded not to horseplay.

  18. Jose also works one day a week at Wendy’s. He cleans before the restaurant opens (washing windows, tables, chairs, sweeping runs, etc.). He would like to go to Wendy’s more often. They love him and said he is a hard worker. Jose is able to use basic computation in addition and subtraction. He does have difficulty with basic multiplication and division. He multiplies single digit numbers with 65% accuracy. He divides double digit numbers with 40% accuracy. Jose shows weaknesses in word recognition, vocabulary, and comprehension. Of the 100 basic sight words, Jose can independently read 56, 75% of the time. When given every day things to read (recipes, newspaper, short passages), Jose has difficulty with words with more than 2 syllables. Jose is always willing to do whatever is asked of him and gives everything 100%.

  19. Postsecondary Goals Common Themes • Not following the drop down menu for a grammatical correct sentence - For employment - “After high school, I will enroll to be a welder.” • Putting employment postsecondary goal under education/training or ILS or vise versa • Writing a “paragraph” requiring the reviewer to “dig” for the goal

  20. Transition Assessments • Law says: Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training/ education, employment, and where appropriate, independent living skills • Information from age appropriate transition assessments of: (i) strengths; (ii) preferences; and (iii) interests” 511 IAC 7-43-4

  21. Age-Appropriate Transition Assessment Defined Transition assessment . . . “ongoing process of collecting data on the individual’s needs, preferences, and interests as they related to the demands of current and future working, educational, living and personal and social environments. Assessment data . . .form the basis for defining goals and services to be included in the Individualized Education Program” [(Sitlington, Neubert, & Leconte, 1997, p. 70-71); Division of Career Development and Transition (DCDT)]

  22. How closely should the transition assessments support the postsecondary goals? • Identify the assessment and summarize the findings /results • Findings/results are based on preferences, interests and strengths as well as support needs • Align to present levels and postsecondary goals

  23. Transition Assessment; Common Themes • Nothing written but grades , ECA, copy of PLAFP or what the teacher thinks of the student • Assessments identified but no summary • Summary of “something” but nothing identified • Doesn’t “align” with PLAFP and postsecondary goal (e.g., summarizes information about hand-on activities, welder, etc. then postsecondary goal is to go to college to study hotel management) • Same transition assessment given every year . . . and to every student . . . . (Systemic)

  24. “Can I Assume None of My Mild Intervention Students Need an IL Goal?”

  25. Independent Living or Life Skills: Defined Defined as “those skills or tasks that contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996) in the following domains: leisure/recreation, maintain home and personal care, and community participation. IT’S MORE THAN WHERE SOMEONE LIVES!!! [NSTTAC-National Secondary Transition Technical Assistance Center]

  26. Common Themes- ILS • An IL goal is written but no transition assessment with information to support it or annual goal to align with it • No IL goal is written but the need is stated in the transition assessments or in the PLAFP • Quality issue – just focus on where someone wants to live . . . .

  27. Postsecondary Goals Updated Annually • The intent is to make sure the postsecondary goals are still relevant for the student(e.g., middle school – NFL player and high school -work in the auto industry) • Changes over time– are the goals still relevant • Non-IIEP users – sometimes difficulty finding it

  28. “My student has met all his/her annual goals and is not really getting any support from me. What do I do? ”

  29. Measurable Annual Goals The Law says: (A) A statement of measurable annual goals, including academic and functional goals designed to support and align with the student's postsecondary goals, that meet: (i) the student's needs that result from the student's disability to enable the student to be involved in and make progress in the general education curriculum; and (ii) each of the student's other educational needs that result from the student's disability. (B) For students who participate in alternate assessments aligned to alternative academic achievement standards, a description of benchmarks or short-term objectives.

  30. Measurable Annual Goals (7) A description of the following: (A) How the student's progress toward meeting the postsecondary and annual goals described in subdivision (6) will be measured. (B) When periodic reports on the progress the student is making toward meeting the postsecondary and annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided.

  31. Annual Goals • Must relate to the PLAFP • Annuals goals (and short-time objectives or benchmarks) should be able to stand on their own • Identifies what knowledge, skills and/or behaviors a student is expected to demonstrate or do within the period of time the IEP is implemented • At least one of the annual goals must support each of the measurable postsecondary goals • What skills does the student need to be successful in current and future environments? (e.g., learning strategies, organizational skills, etc.)

  32. Well-Written Annual Goal Components • GIVEN WHAT – describes the conditions that will need to be in place for the goal (or benchmark) to be completed • WHO – the student • DOES WHAT – describes observable behavior (specific action) that the student will do to complete the goal (or benchmark) • WHEN (for benchmarks specifically) – relates to a specific point in time or timeframe when something will have been learned or completed– this relates to the life of the IEP.

  33. Well-Written Annual Goal Components • HOW MUCH • Mastery – describes the performance accuracy of the behavior to be considered completed • Criteria – describes how many times the behavior must be observed for the goal or (objectives/benchmarks) to be considered completed or mastered • HOW WILL IT BE MEASURED – describes performance data (progress monitoring) [www.calstate.org/iep]

  34. EXAMPLE • By the end of the 36 weeks and using a 7th grade-level reading passage, Michael will be able to correctly answer questions regarding the elements of the main idea using context clues, sequencing, and organization of language with 85% accuracy with 4 our 5 opportunities. (single point based on quiz scores)

  35. Annual Goals- Common Mistake Themes • Goals written as a measurement (Johnny will increase his reading on the matrix program from 2.4 to 3.5.) • Too many goals in one statement (Johnny will tell time to the 15 minutes intervals, complete 2-digit multiplications and division, and be prepared for his work) • Vague goals (Jim will demonstrate self-advocacyskills 100% of the time for all academic subjects or Keith will improve his skills in Algebra I to demonstrate mastery of the Indiana Academic Standards with 80% accuracy.)) • Passing Classes . . . .. (Tim will maintain at least a 70% in his English class or will pass the ECA)

  36. Common Themes: Annual Goals • Not skills based – Tom will respond appropriately to his peers • No baseline data to know the starting point • Writes goals to fit the progress monitoring tool vs student needs • Using a monitoring tool that is based on a program (not all schools have the program, e.g., student moves-in)

  37. TRANSITION SERVICES DEFINED …means a coordinated set of activities for a student with a disability that . . . [511 IAC 7-32-105] 46

  38. Transition Services Law says: (4) The transition services, as defined at 511 IAC 7-32-100, needed to assist the student in reaching postsecondary goals, including the individuals and agencies identified for implementing the transition services. (5) If appropriate based upon the transition services identified in subdivision (4), documentation that the CCC reviewed information, and the public agency presented written information to the parent and student, regarding available adult services provided through state and local agencies and other organizations to facilitate student movement from the public agency to adult life.

  39. COORDINATED SET OF ACTIVITIES . . . Must be based on the individual student’s needs, taking into account the student’s strengths, preferences, interests , including the following: 1) instruction; 2) related services; 3) community experiences; 4) the development of employment and other post-school adult living objectives; and 5) when appropriate, acquisition of daily living skills and provision of a functional vocational evaluation • Refer to handout for definitions and examples

  40. Common Themes – Transition Services • Schools need to be part of the service delivery • Think beyond “giving an assessment” only • Need to have something aligned to support each postsecondary goals • ECA’s are not a transition service • Reviewing a GPA with a counselor is not a transition service • Use the narrative to further explain or justify

More Related