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B13 Secondary Transition Updates New Checklist for 2015 Data Collection Postsecondary Goals.

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Presentation on theme: "B13 Secondary Transition Updates New Checklist for 2015 Data Collection Postsecondary Goals."— Presentation transcript:

1 B13 Secondary Transition Updates New Checklist for 2015 Data Collection Postsecondary Goals

2 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 3 Indicator 13 Checklist 1.Is there an appropriate measurable postsecondary goal or goals in this area? 2.Is (are) the postsecondary goal(s) updated annually? 3.Is there evidence that the measurable postsecondary goal(s) were based on an age appropriate transition assessment? 4.Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

4 4 5.Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? 6.Is (are) there annual IEP goal(s) related to the student’s transition services needs? 7.Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? 8.If appropriate, is there evidence that 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? Indicator 13 Checklist (cont.)

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6 Changes in B13 = Changes to Transition IEP Practice New leadership at the MI Transition Projects – Dr. June Gothberg, background NSTTAC at Western MI University MI has had the same checklist for 4 years-updates needed (required only 1 measurable postsecondary goal) Compliance with IDEA requirement for measurable postsecondary goal for each – education – training – employment – independent living as appropriate

7 Changes in B13 = Changes to Transition IEP Practice 2015 B13 Secondary Transition checklist will require measurable postsecondary goal for each area – education, training, employment, and independent living as appropriate 2015 MI B13 Checklist is not approved yet but it will align with NSTTAC version B – CIMS- NO longer able correct non-compliant & enter only compliant data (MI practice for 4 years)

8 B13 Secondary Transition Checklist & Compliance Grid Compliance= Identification of 1 measurable postsecondary goal

9 Version 1: Pilot Concept February 2014

10 Indicator 13 Tab Reference this Checklist

11 Biggest Change in Transition Practice Postsecondary Goals Postsecondary Goals are: The ‘Vision’ Post-school Outcome based Based on transition assessment & transition planning School team & student/ family work together to identify, clarify, refine

12 Postsecondary Goals are the Vision Not a Guaranteed Outcome District obligation is to support the development & steps toward the Postsecondary Goals (Vision) for Education Training Employment Independent Living (as appropriate) Through… – Transition Assessment(s) – Transition Services – Course(s) of Study – Annual Goals

13 Postsecondary Goals Measurable = Countable Identifies an outcome, not a process One goal for each adult outcome area Adult Outcome Areas  Education or Training (required)  Employment (required)  Independent Living (when appropriate) 13

14 Biggest Change Impacting our Practice: Measurable Postsecondary Goals (Vision) for Education, Training, Employment, and Independent Living The Formula for Writing a Postsecondary Goal After High School After Graduation Upon completion of high school or post high, student name will behavior/activity where/how_

15 John John is 16 with SLD in reading fluency, comprehension, written expression, and oral language processing. Course(s) of Study leading to a diploma

16 Education and Training Non Example John aspires to attend the community college near his home. John will need to meet with Disability Services at the college for support. Example Upon completion of high school, John will attend courses at Community College working toward a degree in computer science that will transfer to a four year college to obtain a bachelor’s degree. After high school, John will meet with the Disability Services at the college and request accommodations and academic support.

17 Employment Non Example John wants to manage the computer labs at the college he attends. John hopes to work in the field of information technology when he graduates. Example After high school, John will work on-campus part-time in the computer labs at the college he attends. After graduation from college, John will work as a network manager for a local medical company.

18 Time to Practice Read Case Study Write one or more goals for student on your case study, using formula

19 Measurable Postsecondary Goals

20  Should focus on academic and functional achievement to facilitate movement from school to post-school life  For each postsecondary goal, transition services can include:  Instruction  Related Services  Community Experience  Development of Employment and Post-School Objectives  Acquisition of Daily Living Skills  (if appropriate)  Functional Vocational Evaluation (if appropriate) 20 Transition Services

21  What experiences must the student participate in this academic year that are necessary for achieving the identified post-secondary goals?  What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their post-secondary goals?  Do we know enough about this student’s vocational skills to identify an appropriate post- secondary employment goal or design activities to support the identified goal? Transition Service Questions

22 Technical Assistance MDE – MI TOPS – Training for ISD Transition Coordinators – Guidance & Training Tools – Webinar(s) – – Indicator 13 Checklist – Local information will be updated on LESA website as well as through trainings, transition council meetings January 2015???

23 Contact Kristen Capra (517)


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