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Ensuring Effective Secondary Programs and Post-Secondary Outcomes: Pennsylvania’s Indicator 13 Process Cohort 5 Series Overview. Today’s Agenda. Part I: Introducing the Indicator 13 Training Process Transition Background State Performance Plan Indicator 13 IEP Review Checklist
Part I: Introducing the Indicator 13 Training Process
Part II:PA’s Process for Addressing Transition
Part III: Using the Indicator 13 IEP Review Checklist
Ensuring Effective Secondary Programs and Post-Secondary Outcomes:Part I: Introducing the Indicator 13 Training ProcessTransition BackgroundState Performance PlanIndicator 13 IEP Review Checklist
We strive to ensure that each student in Pennsylvania:
To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent livingH.R.1350 (IDEA 2004)
“a coordinated set of activities for a child with a disability that is designed within a result-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 post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.” (IDEA 2004)
Pennsylvania Chapter 14 RegulationsJuly, 2008
Transition services must be addressed in the IEP of the student in the year in which the student turns 14 years of age
The IEP team does not have to waituntil the student’s approaching 14th birthday year to consider the student’s transition needs
Participation and performance on statewide assessments
Suspension and Expulsion
LRE school age students (age 6-21)
LRE early intervention (3-5)
Early intervention improvement goals
(and 10) Disproportionality
Transition from birth - 3 to early intervention (ages 3-5) program
Transition services for students age 16 – 21
15-20 General Supervision Monitoring, state agency complaints, due process, mediation, resolution sessions, data reportingState Performance Plan (SPP) – 20 Indicators
What it IS:
A tool that is used to:
What it’s NOT
The Indicator 13 Training series promotes Effective Practices for transition planning
Effective practices focus on appropriate transition services and activities to promote positive outcomes for students
This is not a compliance training.
Step One: Use assessment to identify the student’s post- secondary desired goals or vision.
Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP), embedding Assessment data
Step Three: Establish Transition Team partnerships
Step Four: Design a Transition Plan that includes courses of study and Services/Activities (transition grid)
Step Five: Determine Measurable Annual Goals that address skill deficits and lead to post-secondary goals
Step Six: Monitor progress and adjust instruction based on data
Enrolled in a Career Technical Education Auto Body Repair Program
Considering post-secondary education vs. immediate employment
Reading and writing needs
Beginning to develop self advocacy skills
Use assessment to identify the student’s post-secondary desired goals or vision.
Interests– a measure of opinions, attitudes and preferences
Preferences – what the student values and likes
Assessment = gathering information
Assessments can be formal or informal or a combination of both.
NOTE: If a goal area is NOT selected, leave the rest of the grid BLANK!
BUT– present levels must document WHY… see next slide
Phillip missed only two days of school last year. He had one tardy and no office disciplinary referrals.
Phillip is independent in daily living skills, and plans to eventually live on his own once he is earning a living. He passed his driver’s exam last spring, and drives to his part time job at Pizza Hut. He likes his job, his attendance at work is good, and he reports getting along well with his co-workers and his shift manager. He recently used his earnings to buy a used car, which he enjoys working on.
An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Phillip is self sufficient and age appropriate in all areas of independent living. He will not need a goal or services for this area.
Caroline has a goal of enrolling in postsecondary training in the area of cosmetology or a related field.
Will’s goal is to attend a two year technical school
LeToyia’s goal is to attend a four year college to pursue her interest in working with persons with hearing loss.
Shawna’s goal is to attend an employment training program for work in a clerical area.
Or: The IEP team has documented that a goal and related services/activities for this area is not needed at this time. (Use present levels to document that a goal for this area was considered)
For students who are anticipated to need services:
Or, for students who are NOT anticipated to need services (based on data):
Gathering information to help us know if/how the student can reach his/her goals:
Assessment is individualized to include as appropriate:
Describe the student’s Present Levels of Academic Achievement / Functional Performance (PLAAFP)
(incorporating Assessment data)
It is impossible to write clear and measurable goals if you don’t haveclearandmeasurablepresent levels of academic achievement and functional performance.
Present levels of academic performance
Present levels of functional performance
Present levels related to current post-secondary transition goals (if student is 14, or younger if determined by the IEP team)
Parental concerns for enhancing the education of the student
How student’s disability affects involvement and progress in general education curriculum
Academic, developmental, and functional needs related to the student’s disability
Phillip’s decision to enroll in the auto body program was based on parent survey information, his student interview in which he expressed an interest in cars, and visits to the career and technology school in 8th and 9th grade. Over the past 3 years, Phillip has been given a variety of assessments that include yearly student interviews , PA Career Zone Quick Assessment (9thgr.) and Interest Profiler (10thgr.), and the Self Directed Search (SDS) in 10thgr. In September 2011, he was given the Survey of Work Styles(SWS) and the following aptitude assessments from the SAGE Vocational Aptitude Assessment (Pesco): General, Numerical, Spatial Ability, Finger Dexterity, and Manual Dexterity. Results of these assessments are consistent with previous assessment data and information from the Career Center. These results suggest that Phillip has the aptitude, dexterity, and interest to pursue a career in auto body repair. As required of all students in the district curriculum, Phillip has maintained a career portfolio which documents his career exploration and preparation.
Although the CTE program will prepare him for employment immediately after high school, Phillip is also considering going on to a local technical school or community college to expand his skills or explore a related area. Phillip and his parents feel that additional education would give him more employment options and increase his earning power.
Phillip’s English teacher describes his writing as “functional.” He uses word processing for longer writing assignments, and with use of the spelling and grammar check, produces short, concise sentences, although without a great deal of variety. Analysis of assignments completed on word processor indicates that his average sentence length is 8.5 words, with 2 or fewer errors of grammar or omission of words per 100 words. He met last year’s goal of improving his writing using word processing.
Analysis of shorter, pencil and paper writing tasks, from three different classes, indicates the following: Phillip typically writes 7-10 word sentences, with average length of 7.6 words. On a typical sequence of four sentences (approximately 26 words) , he makes on average 1-2 errors of capitalization, end punctuation, grammatical errors of tense or case, or omitting words without realizing it. On the same passage he averages 1-2 spelling errors (usually of longer words rather than sight words). When reminded to read his passage aloud or to himself, or to use a rubric or spelling guide, he is able to correct about 50% of these errors. He has learned the SCOPE strategy and will continue to use it.
Phillip needs to improve the quality and accuracy of his writing in order to meet the expectations of a career in auto body or in a post-secondary program.
Question # 3:
Review Present Levels of IEP
Were age-appropriate assessments (formal or informal assessments of interests, preferences, aptitudes, achievement) conducted in order to develop postsecondary goals?
Is there evidence that assessments are given and/or updated each year? (refer to Question 4F below)
Was all assessment data interpreted and utilized in the development of the present levels, postsecondary goals and transition services and activities?
Is there baseline data in the present levels to support the development of the measurable annual goals?
Is assessment information compiled from a variety of formal and informal sources and types?
Is assessment data gathered over time?
Do present levels show that assessments are given or updated at least annually? (Question 4-F)
Question # 4:
20 USC 1414 614(d)(1)(A)(i)(VIII)(aa)
Review Present Levels AND Part III, Transition Grid
Reminder: For any post-secondary area for which a goal was NOT selected, present levels must provide data and evidence to support that decision.
Do present education levels provide evidence that all 3 post-secondary goal areas have been considered?
Is there a post-secondary goal for Education/Training or a statement that the area was addressed by the IEP team?
Is there a post-secondary goal for Employment or a statement that the area was addressed by the IEP team?
Is there a post-secondary goal for Independent living or a statement that the area was addressed by the IEP team?
Will the goal(s) occur after the student graduates from school?
(File Review Question #291)
Evidence that the postsecondary goal or goals that cover education or training, employment, and, as needed, independent living are updated annually.
Note: This question involves looking at two consecutive IEPs. It will not be counted for Indicator 13 Checklist Pre and Post Reviews.
Question # 4 F:
Review Present Levels:
Establish Transition Team Partnerships
(if being considered)
(File Review Question # 247)
Question # 1:
20 U.S.C. 1416(a)(3)(B)
Review IEP Invitation:
(File Review Question # 246)
Transition planning and services – if appropriate, evidence that a representative of any participating agency was invited to the IEP meeting with the prior consent of the parent or student.
Question # 2:
Review IEP Invitation
If agencies were NOT invited…
Design a Transition Plan that includes:
Courses of Study and
Section III of the IEP
“The Transition Grid”
Part of the “coordinated set of activities” that help student move from high school to identified post-secondary goals
Support academic and functional achievement
Should promote graduation by meeting district standards
Include “Programs of Study” at Career Tech Centers, whether Exploratory or Laboratory program
Courses should be listed by course name- not “functional curriculum” or “college prep”
Course of Study must reflect current year’s courses.
Provided to help student achieve post-secondary goals,BUT DON’T NEED MEASURABLE ANNUAL GOALS
…DO NOT NEED A MEASURABLE ANNUAL GOAL
Attend college fair
Complete a virtual tour
Explore employment options
Compile list of pros & cons of working right after HS
Meet with guidance counselor to determine schedule
Group meeting with OVR counselor
…ADDRESS SKILL DEFICITS & LEAD TO MEASURABLE ANNUAL GOAL & PROGRESS MONITORING
* Denotes measurable annual goal
For each postsecondary goal….
Question # 5:
Review Part III of IEP Transition Grid
Are the courses listed by name? (not just “math” or “Life Skills” or “college prep”)
Do the courses listed align with the student’s identified post-school goal(s)?
If the student’s schedule has changed for any reason has the IEP been updated to reflect these changes to courses? (IEP needs to reflect current courses)
Question # 6:
20 USC 1401 602(34)(A)
Review Part III of IEP, Transition Grid
For each targeted postsecondary goal area, is the box at the top of the grid section checked “Yes” to indicate that there is one or more measurable annual goal(s) related to that postsecondary goal?
For each targeted postsecondary goal area, does the transition grid contain a reference to one or more measurable annual goal(s) [service(s)]addressing a skill need?
Are all measurable annual goals referenced as services in the Transition Grid?
For each targeted postsecondary goal area, does the transition grid contain at least one activity to help a student reach that goal, (e.g., college or employment visit or fair, meeting with an agency representative, job shadowing, resume preparation, etc.)?
Based on data in the Present Level Section, if a postsecondary goal area is not targeted, is the related grid section left blank?
Measurable Annual Goals that address skill deficits and lead to post-secondary goals
For students age 14-21, every measurable annual goal (MAG) and short term objective (STO) supports the student’s post- secondary goals.
What they are NOT
NOT for subject areas
NOT grade averages or passing a course
NOT only for students instructed in special education classes
NOT activities such as visiting a college fair or job shadowing
NOT specified as “transition goals”
NOT the same as post-secondary goals
Time Management Skills
Self Help Skills
Self Determination and Self Advocacy Skills
Four required parts:
Adapted from Strategies for Writing Better Goals and Short Term Objectives or Benchmarks by Benjamin Lignugaris/Kraft Nancy Marchand-Martella and Ronald Martella Sept/Oct 2001 Teaching Exceptional Children
Monitor Progress and Adjust Instruction Based on Data
File Review Question # 292 c
Question # 7:
Review: Part V of IEP, Measurable Annual Goals
Does each annual goal (and Short Term Objective) contain the following components?
(Do all parts of the the IEP match, and make sense?)
Indicator 13 IEP Review Checklist
List two new ideas you learned today:
800-446-5607 ex. 6870
800-446-5607 ex. 6864Contact Information www.pattan.net
Commonwealth of Pennsylvania
Tom Corbett, Governor
Pennsylvania Department of Education
Ronald J. Tomalis, Secretary
Dr. Carolyn Dumaresq, Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director
Bureau of Special Education