Presentation on theme: "Transition 101 Material used in this presentation was taken from the book Writing Measurable IEP Goals and Objectives by Barbra Bateman and Cynthia M."— Presentation transcript:
Transition 101 Material used in this presentation was taken from the book Writing Measurable IEP Goals and Objectives by Barbra Bateman and Cynthia M. Herr, 2006 & A presentation by Mary Beth DeFauw, Coordinator Transition Services NSSED and Dawn Roalson Cross Categorical Coordinator LEASE & SPP Indicator 13 Data Verification Rubric: Understanding Secondary Transition Requirements By Sue Walter Statewide Transition Consultant
Agenda Indic. 13 Requirements Transition Plans Transition Goals IEP Goals Pride Program Summary and Handouts Questions and Answers
Indicator 13 101 “All you have to do is follow the rules. If you follow the rules, you won't get a ticket. That's all you have to do and you won't have problems with us. I don't want to be your enemy.” -- Eladio Castillo
Indicator 13 According to the State 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)] Note: This definition includes changes recently made by OSEP.
What is Indicator 13 to Educators? Indicator 13 is a report sent to the Illinois State Board three times per year. Information provided on this report is taken from certain sections of a child’s IEP. – Transition Plan – Transition Goal – IEP Goal – Consent for Invite/Student Invited and/or attended
Breakdown of Indic. 13 Measurable annual goals. Student Invitation – Documentation of invitation to the IEP meeting for the student…signed by the school district and dated prior to the date of the meeting. Evidence of Outside Agency Invite if appropriate Appropriate for students age. Level 1 & 2- – Level 1: 9 th or < interest inventory, personal preference, and survey – Level 2: 10 th > add measures of aptitudes Must be updated annually Optimal program of Study – Required and elective courses. – Must be linked to post secondary goals. Secondary/Post Secondary Linkages- – Examples-colleges, Post secondary disability academic services, case coordination, DRS, Egyptian Health, EDC, etc. Annual goals that will help student reach post secondary goals. Should reflect high, but realistic expectations.
Why Does Indicator 13 Matter? If Indicator 13 is not met: – The district will be required to have a corrective action plan. – Restrictions on the use of IDEA funds may be implemented. – Re-direction of IDEA funds.
Transition Plan Writing 101 “Planning is bringing the future into the present so that you can do something about it now” --- Alan Lakein
Age-Appropriate Transition Assessments These assessments are used to gather information in order to write the transition plan. Useful information would include – Student career interests and/or preferences – Student activities and/or experiences – Functional/Academic Assessment levels Examples: Daily living skills assessments, IQ tests, Interviews, Observation, AIMS Web, ThinkLink, AutoSkills, Aptitude Tests, PLAN, EXPLORE, ISAT, Compass, Asset, etc.
Course of Study Guidelines A listing of courses made up of core requirements along with electives that will help promote skills necessary to achieve student’s individual post secondary goals. Goals should align with college and/or trade preparation.
Defining Transition Goals At 14 1/2, goals should be broad in nature and more redefined as the student moves towards graduation/exit. – Level 1 & 2 Level 1: 9 th or < interest and preference based Level 2: 10 th or > add measures of aptitudes A measurable post-secondary goal must be written for: – employment – training/education – Independent living as needed.
When should transition goals be written and who should write them? According to new Federal regulations, transition planning starts at age 16. In Illinois, transition planning begins at age 14 ½. Transition plans can always be added earlier based on students’ needs. Transition planning is part of the IEP process. Goals originate with the students, but should include a culmination of input from the students, parents/guardians, IEP team, and adult services agencies.
What is the difference between IEP goals and transition goals? IEP goals are meant to be met during the school year. IEP goals are deficit driven. IEP goals are measured by performance Transition goals are related to life after high school. Transition goals are measured by whether the goal occurs or does not occur.
Determination of transition goals and The data that drives them Transition goals are derived from assessing a student’s strengths, preferences, interests, and limitations. These goals must be realistic. Three areas that must be covered are education/training, employment, & independent living. Assessments are ongoing & must be done in each of those three areas.
Measurable IDEA does not define measurable for us If a goal cannot be measured, it violates IDEA and may result in denial of FAPE to the child To measure is to perform a particular operation, to do something Measure weight – stand on a scale Tire pressure – put gauge on valve stem Temperature – look at a thermometer
Consent for Agency Invite IDEA 2004 requires school districts “to the extent appropriate, with the consent of the parents or a child who has reached the age of majority...the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.” [34CFR §300.321(b)(3)]
Observable vs. Non-Observable A problematic element of measurable goals is whether the goal is observable, visible, or accountable. behavior MeasurableNon-Measurable Education John will enroll, attend, and complete a degree in Computer Science at a local college. John would like to complete a degree /training at a local college. Employment John will work full time in the field of computer science after completing post secondary education. John plans to work in a field of choice. Living Following graduation, John will maintain personal finances by paying monthly expenses independently. Upon graduation will continue to learn about life and academic skills.
What if the student changes their transition goals? It is not unrealistic or uncommon for a student to change their goals. Barriers arise or outside influences cause a shift in goals. IEP teams are responsible for considering the students new area of interest and providing guidance and programming to reach that post school goal. Prepare the student the best possible with the time they have left. Make connections with agencies so the goal can be met.
Goals and Objectives -Grand Rule of goals/obj.—there is more than one right way to write any measurable goal/obj. -The vital element in a goal/obj is objective measurability -Each person will write goal/obj in a little different way, as long as they are measurable they are fine
Combination IEP/Transition Goal In 36 weeks Linda will increase words read correctly to 100 words/minute as measured by the maze reading test. Increasing reading skills may help promote Linda’s post secondary goals of attending college and working in the field of education. Transition goal must be linked to post secondary goal in employment, education, or independent living. All goals should be tagged as transition for students 13 ½ or older. One goal must be specifically related to employment.
Goal setting conclusion -Goal setting is based on experience, common sense, team input and professional judgment that takes into account the abilities of the student and the importance of the goal to the student at the time.
Daily Activities at Pride Shopping with Budget Menu Planning Cooking/Cleaning Teams Homework Sessions Life Skills Training Laundry Physical Exercise Recreation Arts/Crafts Manners Hygiene Field Trips – EDC – Colleges – Job Corp.
Assessments l Vocational * Magellan survey which includes; Temperments, data skills, people skills, physical skills, time commitment, academic skills, and interests. Emotional/ Behavior Checklist consists of seven areas; impulisivity- frustration, anxiety, depression-withdraw, socialization, self concept, aggression, and reality disorientation. Living Skills * Evaluates cooking, cleaning, ability to follow directions and rules.
Questions & Closing Handouts CPDUs Thanks for coming!