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Postsecondary Transition Plan (PTP). Effective Practices. Indicator 13 Compliance. 1: Student Invite 2: Measurable Postsecondary Goals 3: Age-Appropriate Transition Assessment 4: Transition Services 5: Coordination of Outside Agencies 6: Course of Study 7: Annual Goals.

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Postsecondary Transition Plan (PTP)


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    1. Postsecondary Transition Plan (PTP) Effective Practices

    2. Indicator 13 Compliance 1: Student Invite 2: Measurable Postsecondary Goals 3: Age-Appropriate Transition Assessment 4: Transition Services 5: Coordination of Outside Agencies 6: Course of Study 7: Annual Goals

    3. PTP Application These web browsers will catch mispelled words as you enter infomatio.

    4. District Security Overview

    5. PTP District Roles

    6. Indicator 13 Webpage • http://dpi.wi.gov/sped/spp-transition

    7. DPI’s Indicator 13 Webpage 1 2 3

    8. WAMS

    9. Parent and Youth Resource • What is the new PTP application? • How will this application be used during an IEP meeting to create a transition plan? • Will the completed PTP look the same as the prior transition services form? • How can you be an integral part of the transition planning process?

    10. Career Clusters/Pathways

    11. Create a PTP • Create initial student PTP record • Transfer from another district • Student over 14 is initially identified for special education

    12. Finish a PTP • Complete draft records • Complete any records that have not yet been locked

    13. Revise a PTP • Review/Revise: • Midyear with a meeting • Midyear without a meeting • Conduct annual IEP Generates a copy of previously submitted PTP record This option is only available to records that have been locked and submitted to DPI.

    14. Reports • If you need to access a record after locked or submitted

    15. Feedback • Provide DPI with specific details on any errors or complications you experience. • Exit PTP application

    16. Complete prior to the IEP Meeting • Login and search for student • Complete age appropriate transition assessment • Invite student • Obtain written consent and invite outside agency if appropriate

    17. Can’t find the student? • 1st: Widen your search criteria • Then, contact your director/designee Test District Test District

    18. Step and Question #’s • Important to note that the PTP is an adaptive application - as you answer questions it adapts to how you answer – hence potentially skipping steps/questions

    19. Follow Along • Go to http://dpi.wi.gov/sped/spp-transition.html

    20. Step 4: Student Invite Test District

    21. Before the Meeting: • Meet with the student to discuss preferences and interests regarding life after high school. • Includes age appropriate transition assessment • Who does the student want involved in the meeting (regular ed. teacher, classmate, counselor, etc.) • Use the Transition Action Guide (TAG)IEP preparation tips for students

    22. Example of A Student-Directed Invitation Please come to my IEP meeting and share your ideas. Date: Wednesday, October 23rd Time: 2:30 p.m. Place: Meeting Room 4 Signed, Your name P.S. If you cannot attend this meeting, please let me know when we can meet to talk about my IEP. Thank you. From "A Student's Guide to the IEP" from NICHCY

    23. A Reminder for Participants Just to Remind You... I'm looking forward to seeing you at my IEP meeting. Wednesday, October 23rd 2:30 p.m. Meeting Room 4 Signed, Your name

    24. Date: Dear (Student’s Name): You are invited to attend a meeting to review and revise your individualized education program (IEP). Some of the activities of this meeting will be to discuss; 1) your strengths, interests and preferences; 2) the courses, related strategies and transition services that will help you to develop and achieve your goals for the future; and 3) the other agencies that may provide help to you both now and in the future to live a successful adult life. The meeting is scheduled for: Date: Time: Location: The following individuals will be attending the meeting: _____ School psychologist _____ Learning disabilities/teacher consultant _____ School social worker _____ Special education teacher _____ General education teacher _____ Related services provider _____ Other school personnel: _________________________________________ _____ Representatives from the following outside agency or agencies: _____________________________________________________________________ Your participation in this meeting is important. Please make arrangements to attend. If you have any questions or would like help in preparing for this meeting, please contact me at (phone). Sincerely, (Name) (Title)

    25. Other Invitation Ideas Invitation emails E-vites (Yahoo is one site that allows users to develop electronic invitations with music) Incorporate school logo or other graphics that are personalized to the student.

    26. Step 6: Obtaining Student Preferences and Interests Test District

    27. Example of Preferences and Interests Statement David indicated that he enjoys working outside and using his hands. He is good at planting his family garden and keeping up with the yard work. David has a part time job with a local landscaper during his summer vacations. David would like to do on the job training after high school in the area of landscaping.

    28. Step 6: Question 9 Learn More

    29. Step 7: Age-Appropriate Transition Assessment Test District

    30. Example of Transition Assessment Results Summary On 8/31/2012, David completed the "Who am I?" Self-Determination questionnaire. David indicated that he enjoys working outside and using his hands. He is good at planting his family garden and keeping up with the yard work. David has a part time job with a local landscaper during his summer vacations. David would like to do on the job training after high school in the area of landscaping. When interviewed, David’s mother shared that he relies on his family to complete tasks such as bathing, dressing, and making simple meals. David is able to read simple sentences but struggles to comprehend directions that involve more than two steps. David is able to read a visual schedule and can follow visual cues when working outside. David can complete simple math problems and understands how to measure up three feet apart using a yardstick.

    31. Step 7: Question 10 Learn More

    32. WSTI Transition Assessment Resource List • A list of free and for-cost assessment tools fordifferent areas of transition. • Some are web-based. • Assessments listed cover Vocational Assessment, Vocational Exploration, MultipleIntelligences and Learning Styles, and LifeSkills • NOT all-inclusive--just a sample of what's available.

    33. WI Transition Assessment Guide • Compiled by WSTI and stakeholder groupsincluding DVR, DHS, other agencies, and special educators • Updatedlast year to improve usability by teachers • Columns in guide lead teachers to compiling a comprehensive assessment

    34. NSTTAC Transition Assessment Toolkit http://www.nsttac.org/content/age-appropriate-transition-assessment-toolkit • Downloadable guide • Includes examples of assessment for a variety of areas • Includes data sheet and task analysis examples • Includes timeline for transition assessment

    35. Assessment Resources •Opening Doors to Employment ~ Take Stock in Your Skills (p. 15-21) •Opening Doors to Self-Determination Skills ~ Knowing Yourself (p. 10-15) ~ Acting on Your Goals (p. 16-18) ~ My Personal Profile (p. 19-21) • "Who Am I?" Self-Determination Questionnaire

    36. Step 8: Postsecondary Goal Education/Training

    37. Step 8: Question 11 Learn More

    38. Tips to Remember---Effective Practice — • —The goals should guide the IEP team in designing a relevant course of study, transition services, annual goals, coordination with agencies, etc. • Discuss further with the student to address postsecondary plans that may not seem "realistic."

    39. Examples of Education/Training Goals —Minimum Compliance: After high school, Hector will attend a 4-year college or university and earn an undergraduate degree. Enter in the box below additional information, if any, the IEP Team may want to include, —Hector will enroll full time in the video game design and development program at UW Stout. Minimum Compliance: —After high school, Alice will receive on-the-job training. Enter in the box below additional information, if any, the IEP Team may want to include, —Alice’s on-the-job training will include blowing up balloons at the Nelson Family Restaurant.

    40. Step 9: Postsecondary Goal for Employment Test District

    41. PTP: Career Clusters and Pathways • Use this great document to discuss with students which Career Cluster and Pathway fits their future goals. • https://www.wicareerpathways.org/ • Career Clusters 101 Module • OSEP Letter http://blogs.edweek.org/edweek/speced/SpitzerReznick%20%281%29.pdf DPI Summary http://sped.dpi.wi.gov/files/sped/pdf/tran-osep-spitzer-summary.pdf

    42. Why use WI Career Pathways?https://www.wicareerpathways.org/ • Connect education and workforce/economic development • Transition from high school to adult life • High skill, high demand, and high wage careers • Emphasize further education • Implementation guide and programs of study • Career Prep Coordinators

    43. Step 9: Question 12 Learn More

    44. Examples of Employment Goals Examples of Postsecondary Measurable Goals Resource • After completing or obtaining postsecondary education or training, David will be employed in the field of Agriculture – Plant Systems. Enter in the box below additional information, if any, the IEP team may want included David is interested in selling fertilizer and seeds to farmers. • After completing or obtaining postsecondary education or training, Ana will be employed in the field of Art - Painting. Enter in the box below additional information, if any, the IEP team may want included Ana will start her own small business to sell her paintings.

    45. Step 10: Postsecondary Goal Independent Living Test District

    46. Step 10: Question 13 Learn More

    47. Independent Living Goals What are your strategies or guidelines for determining if an independent living goal is needed?

    48. Things to Think About 1. Are the student's goals for independent living the same as non-disabled peers? 2. Does the student require more intervention than a non-disabled peer would to prepare for those independent living goals? If yes, a measurable postsecondary goal is necessary, along with transition services in this area. If no, a measurable postsecondary goal for independent living is not necessary. It is the IEP team’s decision to include a measurable postsecondary goal for independent living.