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Indicator 13 Kentucky Transition Compliance

Indicator 13 Kentucky Transition Compliance

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Indicator 13 Kentucky Transition Compliance

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  1. Indicator 13Kentucky Transition Compliance Referencing Kentucky Compliance Record Review School Year 2013-2014

  2. Pre-Test

  3. 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)) 3

  4. Indicator 13 Percent of youth with IEPs aged 16 and above with an IEP that includesappropriate 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)) 4

  5. Indicator 13 Percent of youth with IEPs aged 16 and above with an IEP that includesappropriate 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)) 5

  6. Indicator 13 Percent of youth with IEPs aged 16 and above with an IEP that includesappropriate 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)) 6

  7. 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)) 7

  8. 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)) 8

  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)) 9

  10. 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

  11. 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)) 11

  12. Indicator 13 – Training Objectives • To become proficient in the use of the Kentucky Record Review document in order to meet compliance for Indicator 13 • To understand appropriate methods of documenting Indicator 13 compliance

  13. Kentucky Indicator 13 “Sub-Indicators” 49a Postsecondary Goals 49b Transition Services 49c Agency Involvement 49d Consent for Agency Invitation 49e Multi-year Course of Study 49f Related Annual Goal(s) 49g Transition Assessment 49h Student Involvement 49i Annual Update

  14. College and Career Readiness (CCR) connections are included to show the direct correlation between CCR and IEP components.

  15. Indicator 13 – Kentucky

  16. Postsecondary Goals

  17. CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and “Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about postsecondary goals and transition services.

  18. Postsecondary Goals

  19. Additional Examples:Postsecondary Education/ Training and Employment Goals

  20. Non -Examples:Postsecondary Goals for Education/ Training and Employment

  21. Sample Formula for DevelopingEducation/Training and Employment Goals ________________ ___________’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) _________________________ to be able to __________________________. (education/training behavior - (employment behavior – where where and how ) and how)

  22. After High SchoolAllison’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) attend a 4-year college and take coursework leading to a major in the area of Child Development (education/training behavior - where and how ) to be able to become an early childhood education teacher. (employment behavior – where and how)

  23. Examples: Postsecondary Independent Living Goals

  24. Non-Examples: Postsecondary Independent Living Goals

  25. Sample Formula for Developing Independent Living Goal ________________ ___________’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) _________________________ (independent living behavior – where and how)

  26. After High SchoolJodi’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) assume responsibility for a share of living expenses by saving money earned at work and following a budget set by Jodi and her parents. (independent living behavior - where and how )

  27. Jeremy’s Postsecondary Goals

  28. Independent Practice Review student records for compliance with Item 49a.

  29. Transition Services

  30. CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about postsecondary goals and transition services. The student profiles also include information from the student about their self-assessed needs (“Your Reported Needs”).

  31. Transition Services

  32. Examples: Transition Services(Continued) Course of study leading to a diploma/certificate Instructional support of guided notes for lessons Instruction related to social skills in a work setting Job Shadowing Community Based Transition Work Program Assistive technology services to increase use of voice output device Physical therapy to improve independent ambulation Touring two university campuses, including admissions and disability services office

  33. Examples: Transition Services(Continued) Vocational Rehabilitation referral to determine eligibility for services Volunteer position at St. Peter’s Kitchen Completing a career preference inventory Completing an adaptive behavior scale Completing a self-determination scale Job shadowing in a food services environment

  34. Independent Practice Review student records for compliance with Item 49b.

  35. Agency Involvement

  36. Agency Involvement

  37. CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and “Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about the need for outside agency involvement. The student may invite outside agency representatives to view their ILP.

  38. Examples: Agency Involvement

  39. Documenting Agency Involvement

  40. Documenting Agency Involvement

  41. It is also strongly recommended that the ARC discuss the need for outside agencies and record that discussion in the Conference Summary/Action Notice. It must be clear what actions the ARC is or is not taking regarding the need for outside agencies. Documenting Agency Involvement

  42. Example: Consent for Invitation

  43. Independent Practice Review student records for compliance with Items 49c and d.

  44. Multi-Year Course of Study

  45. CCR: • ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans”) as well as Individual Learning Plan (ILP) information (“Course of Study”) to inform decisions about transition needs that focus on the child’s course of study. • ARCs can allow the student and parent(s) to review the student’s ILP as part of the transition planning process.

  46. Documenting Course of Study