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Indicator 13 Training for High Schools: Monitoring Cycle

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Presentation on theme: "Indicator 13 Training for High Schools: Monitoring Cycle"— Presentation transcript:

1 Indicator 13 Training for High Schools: 2014 - 2015 Monitoring Cycle
Presentation by: AMY Jenks NHDOE, Bureau of special education

2 State Performance Plan and Annual Performance Report
US DOE – Office of Special Education IDEA Part B IDEA 2004 required each state develop a Special Education State Performance Plan ( ) Evaluate our efforts to implement requirements of IDEA and plans for improvement 20 Indicators (Compliance and Performance Indicators) Baseline data, rigorous targets, and improvement activities IDEA requires each state submit a Annual Performance Report Report annually on progress meeting measurable and rigorous targets set in SPP Extended SPP targets & improvement activities out 2 more additional years (2013 and 2014) NEW State Performance Plan starting in 2015 – will still include Indicators 1-14 plus new Outcomes Indicator

3 What is 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.

4 IDEA Transition Requirements
The NH Guidance Document: Understanding Indicator 13 for the Special Education State Performance Plan (SPP) Page 9 and 10 show IDEA references. For better understanding of IDEA transition requirements, watch video snippets with Ed O’Leary, National Transition Expert, on requirements/.

5 Student Oriented Transition Process
The transition plan builds upon itself. Complete age appropriate transition/career assessment(s) Students invited to their own IEP meetings Consent and invite outside agencies if needed Write Post Secondary Goals (PSG) Select courses of study to support PSGs Identify transition needs to support the PSGs Develop transition services to support transition needs Annual goal related to transition service need

6 Compliance Process 16 High Schools were randomly selected for Indicator 13 onsite monitoring onsite monitoring visits are scheduled to take place between October – April 2015 ( school year) There are 6 high schools going through a 2nd review due to noncompliance from previous year(s). High Schools found in noncompliance for 2 consecutive years are required to complete an Indicator 13 Corrective Action Plan and monthly progress reports with the NH DOE.

7 Indicator 13 Review Process
NHDOE notifies schools in advance NHDOE & high schools together select review visit date High Schools provided review process (guidance document: understanding indicator 13 for SPP) NH DOE provides I-13 compliance trainings High Schools given list of eligible student SASID#s Twice as many as will be reviewed High Schools notified of student file information needed

8 Indicator 13 Review Day Process
Half day onsite review Team of at least 2 NH DOE trained reviewers* School provides space for onsite review to occur School will have selected eligible student files and current IEP available for review School makes a staff member knowledgeable of the IEPs available to reviewers if there are any questions Team reviews each student IEP and file for indicator 13 compliance using I-13 checklist District will receive notification of review results.

9 Number of files to be reviewed
NHDOE generates a list of twice as many students (usually 20) as need to be reviewed during onsite Only students age 16 and above Representative (age, gender, disability and ethnicity) Based on district enrollments (see page 4-5 of guidance document) High school selects files (usually 10) to actually be reviewed from the NHDOE generated list Why? A student’s status may change before the onsite review (student may transfer to another district etc) For high schools with fewer than 25 students meeting the criteria for Indicator 13, the NH DOE will make the necessary adjustments on the number of files to actually be reviewed.

10 Documentation Reviewed at Onsite for Compliance
At onsite Review, Please provide the following: Student’s Current Signed IEP (or IEP amendment) – original Student Invitation to IEP meeting where transition is discussed Student’s Completed Age appropriate Transition assessment (dated) If applicable, consent to invite outside agencies to IEP Meeting (such as release of records form with that agency signed by parent or Adult student)

11 Indicator 13 Checklist Comprised of 8 questions file in compliance =
all 8 questions in compliance district in 100% compliance = all 10 files reviewed in compliance If a district is in 100% compliance no follow-up monitoring is necessary If a district is not in 100% compliance, follow-up monitoring is required

12 PSG are goals that are to be met after high school graduation, not while in high school.
Must have a PSG in education/training and employment. PSG for independent living, if applicable. The IEP team should determine if an independent living PSG is needed based on the information in the student’s present level of performance and interests. Question 1 Post Secondary Goals

13 Post Secondary Goals ~ Compliance
Compliance = 1 education/training PSG and 1 employment PSG for students who do not need an independent living PSG. Compliance = 1 education/training PSG and 1 employment PSG and 1 independent living PSG for students who need an independent living PSG.

14 Post Secondary Goals ~ Noncompliance
Noncompliance = no PSGs at all. Noncompliance = PSGs are included, but are not measurable. Noncompliance = 1 PSG for education, but 0 for employment or vice versa.


16 PSG Compliance vs. Noncompliance
In Compliance Not in compliance After high school graduation, McKenzie will enroll in a two-year training program in the area of auto mechanics. McKenzie wants to study auto mechanics. After high school, McKenzie will work part time in an auto body garage. McKenzie is thinking about applying for a summer job . Upon completion of high school, Amy will receive on the job training in horticulture while working as a farm hand at a local farm. Amy likes plants and wants to learn more about that. Upon completion of high school, Amy will work full time as a farm hand at a local farm. Amy hopes to work at a farm. Upon completion of high school, Amy will live in a supported community living setting with her peers. Amy wishes to live with her peers.

17 Post Secondary Goals updated annually?
Reviewers will not be reviewing previous IEPs. This question is contingent on Question 1 being in compliance. If question 1 is in compliance, then question 2 is also in compliance, based on the fact that the IEP being reviewed is current. If the IEP being reviewed is not the current IEP, then this question is also not in compliance. Question 2 Post Secondary Goals updated annually?

18 PSGs based on transition assess- ment(s)
Reviewers expect to see the age appropriate transition assessment(s) to support the IEP transition plan in the student’s IEP folder. This assessment(s) should support the PSG, the transition service needs, etc. The assessment must be dated to reflect date assessment administered Assessments are ongoing and can be formal and/or informal. If the assessment doesn’t support the PSGs then it is not in compliance. Question 3 PSGs based on transition assess- ment(s)

19 Examples of Assessments from 2013-2014 onsite visits
Questionnaires completed by the student, or in conjunction with the student, regarding their personal interests, believed strengths, goals for after high school, etc. Career Cruising or other online similar versions Vocational Assessments Guidance office documentation from meetings with student

20 Examples of Assessments from 2013-2014 onsite visits
Adaptive Behavior/ Daily Living Skills Assessment Interest Inventories Personality or preference tests Career Military or readiness tests Observation notes/student feedback from job shadows Intelligence/Achievement Tests

21 Transition Service(s) must reasonably enable the student to meet his/her PSGs.
Compliance = at least one transition service that addresses a transition need related to the PSGs during the current IEP time period. Noncompliance = no transition services listed in IEP or no transition service that will reasonably enable student to meet PSGs. Question 4 Transition Services

22 Examples of Transition Services from 2013-2014 onsite visits
Self-Advocacy Skills Instruction Personal banking instruction Work related social skills instruction Resume writing, online job application writing, practice interviewing instruction Voter registration instruction ELO, internship or job shadowing experience related to their PSG(s) Travel instruction (using the bus schedule during class instruction)

23 Examples of Transition Services cont.
Food preparation and kitchen hygiene instruction Instruction in telling and calculating time Contacting disability services/resource centers on college campuses/training centers, etc. Any service(s) provided while the student in in high school that will reasonably enable the student to reach their PSGs.

24 Courses of Study: projected courses to be taken by the student must be listed out for each year (9th – 12th) and the Age section if appropriate for the student. Courses of study must support PSGs. Just having courses listed does not equal compliance. To be in compliance, the courses of study must reasonably enable the student to meet his/her PSGs listed in the IEP. Question 5 Courses of Study

25 Annual Goal related to transition service need
Question 6 You must have at least one annual goal that is related to a transition service need listed in the IEP. This annual goal must be measurable. The annual goal does not have to be titled “transition” but it must clearly relate back to a transition service need. Annual Goal related to transition service need

26 Writing Measurable Annual Goals (MAGS)
Five components when writing MAGs: Time Frame Condition Student’s Name Clearly Defined Behavior Performance Criteria (see Measurable Annual Goal Components Chart handout with examples)

27 Timeframe By June 2014….. Though IEP’s are annual documents – the timeframe should be stated in the annual goal

28 The Condition Describes the situation in which the student will perform the behavior Describes the material Describes the setting for the task Examples of condition: Using a graphic organizers for writing assignments Using grade level passages Given two step direction Given small group instruction Using the alarm feature on his/her cell phone Given a sensory diet

29 Student’s Name IEPs need to be individualized.

30 Clearly Identify Behavior
What do you want the child to do? Use Standards, Anchors or Components of the Curriculum (Big Ideas, Concepts or Competencies) as the basis to describe the behavior in measurable, observable terms Ask yourself…what will the student actually do? Close your eyes…can you “see” the behavior? Examples: Explain, write, read orally, point to, solve, Non-examples: Understand, know, recognize, behave, comprehend, improve

31 Performance Criterion
Criterion Level How well- the level the student must demonstrate for mastery Number of Times Needed to Demonstrate Mastery How consistently the student needs to perform the skill(s) before it’s considered “mastered” Evaluation Schedule How frequently the teacher plans to assess the skill Assessment Tool What progress will be monitored

32 Establishing Criterion
Examples Non-examples 80% of weekly spelling list Initiate conversations at lunch two time each day Demonstrate positive interview strategies (dress professionally, introduce self, present 3 positive work skills) in two mock interviews for a entry level retail job Accurately Appropriately 10th grade level (without an explanation of the skill)

33 Annual Goal Linked to a Transition Need
How do we demonstrate that an annual goal is related to the student’s transition service needs? Within the annual goal itself or in the Present Level of Academic Achievement or Present Level of Functional Performance include a statement that explains how this particular annual goal is related to an identified transition service need of this student that will reasonably enable that student to reach their post secondary goal after high school. [see example annual goals on next two slides – the underlined statements in the PLOAA or PLOFP are examples of how each of these annual goals is related to these student’s transition service need(s).]

34 Example Annual Goal Linked to A Transition Need
Education/Training Post Secondary Goal: Upon completion of high school, John will enroll in a four year college to earn a bachelor's degree in Business Administration. Present Level of Academic Achievement: John is a child identified with an educational disability, a Specific Learning Disability in the areas of reading fluency and reading comprehension. He has difficulty when he needs to …… (include evaluation results data in this area for baseline). Given that John plans to attend a four year college and will need to read and comprehend college level text. Annual Goal: When given chapter-long reading assignments in science, social studies, and English 11th grade courses, John will use SQR3 strategies (survey, question, read, recite, and review) to earn monthly quiz scores of at least 80% in 4 out of 5 months by June 2015.

35 Example Annual Goal Linked to A Transition Need
Employment post-secondary goal: After graduating from high school, Melody will work part-time as a dietary aide at a local nursing home. Present Functional Performance: Melody appropriately interacts daily with her teacher and classmates by making eye contact, answering class questions and maintaining personal space with classmates. Melody sometimes has trouble interacting appropriately with people she does not know, and she will need to develop appropriate social skills (such as making eye contact when talking with co-workers, discussing work appropriate topics, and respecting co-workers personal space) for the work environment after high school. Annual Goal: By June 2015, with support of minimal prompting (touching of the shoulder for redirection) from her job coach in an employment setting, Melody will make eye contact, maintain personal space, and discuss only work related topics with people she is meeting for the first time in 4 out of 5 meetings. (benchmarks below would lay out how you will get to this goal over time)

36 Invitation or Meeting notice must be clearly addressed to the student and delivered to the student
Can be hand delivered, snail-mailed, etc. Documentation that this took place must be included in the student’s IEP folder. A copy of the invite/meeting notice is sufficient for meeting this requirement if it is addressed to the student. Question 7 Student Invite

37 Proof of parental/ adult student consent to invite outside agency
If an outside agency is listed as responsible for a transition service in the IEP for the current year or is listed as invited to the IEP meeting, the reviewers will expect to find proof that parental or adult student consent was given to invite the outside agency to the IEP meeting. If the outside agency was invited by the parent, then there is no need for proof of consent in the IEP folder. Question 8 Proof of parental/ adult student consent to invite outside agency

38 Follow-up Correspondence after onsite completed
NHDOE will notify the high school in writing of the results of the onsite monitoring visit, including a breakdown data sheet of each file reviewed in accordance with the NSTTAC checklist. High schools will have 60 days from receipt of the notification of compliance to correct student specific noncompliance. High school/district will have to provide proof of student specific corrections of noncompliance to Amy Jenks at the NHDOE by the end of the 60 day timeline. If compliance is not 100%, the high school will undergo a 2nd monitoring visit within the 1 year

39 Another New Hampshire Resource
New Hampshire Parent Information Center - Life after High School Toolkit Appendix A and B of this document contain two examples of NHSEIS IEPs for transition age students that are in minimum compliance with Indicator 13.

40 For more information: NH Department of Education: secondary transition information National secondary transition technical assistance center (NSTTAC):

41 QUESTIONS? Please contact: Amy jenks (603) 271-3842

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