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Indicator 13 Checklist Requirements for Post - Secondary Transition Valecia Davis, Coordinator, Office of Special Education.

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Presentation on theme: "Indicator 13 Checklist Requirements for Post - Secondary Transition Valecia Davis, Coordinator, Office of Special Education."— Presentation transcript:

1 Indicator 13 Checklist Requirements for Post - Secondary Transition Valecia Davis, Coordinator, Office of Special Education

2 a coordinated set of activities for a child with a disability that – (A) is designed with a results-oriented process that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living, or community participation Office of Instructional Enhancement and Internal Operations/Office of Special Education 2

3 (B) based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and Office of Instructional Enhancement and Internal Operations/Office of Special Education 3

4 (C) including instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.” IDEA Office of Instructional Enhancement and Internal Operations/Office of Special Education 4

5 State Board Policy 7219 Beginning not later than the first IEP to be in effect when the child turns fourteen (14), or younger if determined appropriate by the IEP committee, and updated annually thereafter Office of Instructional Enhancement and Internal Operations/Office of Special Education 5

6 Step 1: Measurable Post-Secondary Goals Step 2: Post-Secondary Goals Updated Annually Step 3: Age-Appropriate Transition Assessments Step 4: Transition Goals Linked to Course of Study Office of Instructional Enhancement and Internal Operations/Office of Special Education 6

7 Step 5: Annual IEP Goal Related to Transition Needs Step 6: Invitation of Student to IEP Meeting Step 7: Invitation of Representation of Participating Agencies Office of Instructional Enhancement and Internal Operations/Office of Special Education 7

8 The IEP includes appropriate measurable post-secondary goals based upon age- appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills Office of Instructional Enhancement and Internal Operations/Office of Special Education 8

9 SMART Goals are: Specific Measurable Achievable Relevant Time-Related Office of Instructional Enhancement and Internal Operations/Office of Special Education 9

10 Goal: Statement that identified what knowledge, skills and/or behaviors the student will acquire within one year. Goal should: Have a need identified in the Present Levels of Performance Allow the student to acquire a skill or behavior Be unique to the student Office of Instructional Enhancement and Internal Operations/Office of Special Education 10

11 Evaluation Criteria: How well and over what period of time the student must perform the skill or behavior to consider it met. Note: Should be possible for student to accomplish in one year Office of Instructional Enhancement and Internal Operations/Office of Special Education 11

12 Evaluation Procedure: Method used to measure progress. Note: Evaluation procedure should be tangible. Teacher observation is not tangible Office of Instructional Enhancement and Internal Operations/Office of Special Education 12

13 Evaluation Schedule: States the range of dates or intervals of time by which the evaluation procedures will be used to measure student progress. Note: Should be frequent enough to allow for adjustments to instruction and it might be different for each goal Office of Instructional Enhancement and Internal Operations/Office of Special Education 13

14 Education is defined as enrollment in... Community College (2-year program) College/University (4-year program) Office of Instructional Enhancement and Internal Operations/Office of Special Education 14

15 Training is defined as... High school completing document or certificate class (e.g. Adult Basic Education, (GED), Short-term education or employment training program (e.g. Job Corps) Vocational Technical School Certificate program (less than a 2-year program) Continuing education/life long learning Office of Instructional Enhancement and Internal Operations/Office of Special Education 15

16 COMPETITIVE EMPLOYMENT Work in competitive labor market Full- or part-time basis in integrated setting Compensation at or above minimum wage Office of Instructional Enhancement and Internal Operations/Office of Special Education 16

17 Supported Employment Competitive work that is... in integrated work settings for individuals with the most significant disabilities Office of Instructional Enhancement and Internal Operations/Office of Special Education 17

18 Independent Living or Life Skills (when appropriate) are defined as... “…skills or tasks that contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996) in the following domains: Leisure/recreation Maintain home and personal care Community participation Office of Instructional Enhancement and Internal Operations/Office of Special Education 18

19 Post-school goals are written so that teachers and parents can measure the extent to which the goals were achieved and school’s role in planning Education/training and employment are required Independent living as needed Office of Instructional Enhancement and Internal Operations/Office of Special Education 19

20 Post-school goals must match the student’s graduation/exit option. Course of study must support the post- secondary education/training and employment goals of the student Office of Instructional Enhancement and Internal Operations/Office of Special Education 20

21 Formula for writing Post-School Goals: After high school: After graduation, student__________ will outcome (what, where and how?) Office of Instructional Enhancement and Internal Operations/Office of Special Education 21

22 1.Data pertaining to students’ interests, preferences, and strengths are used to develop appropriate, measurable post- secondary goals. 2.Data on post-secondary goals, interests and preferences, and data pertaining to student strengths and needs that may impact the realization of the goals are summarized in the Present Levels of Performance (PLP) in the IEP Office of Instructional Enhancement and Internal Operations/Office of Special Education 22

23 3.Needs identified in the PLP drive the remaining components of the IEP transition services, including course of study, transition activities, transition planning, annual goals and accommodations. 4.Summation of all available assessment data is used to develop the Summary of Performance as the student nears graduation or “aging out” of services Office of Instructional Enhancement and Internal Operations/Office of Special Education 23

24 What do we already know about the student’s strengths, preferences and needs in employment, education, living? What methods and sources will provide the information I need? Who will gather the information and what role will the student play in the assessment process? Office of Instructional Enhancement and Internal Operations/Office of Special Education 24

25 When will the assessment data be collected and used for transition planning? Is the student making progress toward his/her specific post-secondary goals (training, employment, education, daily living skills, etc.)? Office of Instructional Enhancement and Internal Operations/Office of Special Education 25

26 Transition assessment is the on-going process of collecting data on individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, and living environments. Assessment data serves as the common thread in the transition process and forms the basis for defining IEP goals and services Office of Instructional Enhancement and Internal Operations/Office of Special Education 26

27 Focus is upon future roles as worker and citizen. Student choice is a major theme. Transition activity is an ongoing, future- focused, person-centered process. Yields match between strengths, needs preferences and demands and culture of current and future environments Office of Instructional Enhancement and Internal Operations/Office of Special Education 27

28 Assist the student in identifying interests and preferences. Determine appropriate accommodations and supports. Determine appropriate instruction and activities that will assist the student in achieving post-school goals. Determine “next steps” Office of Instructional Enhancement and Internal Operations/Office of Special Education 28

29 Learning styles Temperament Personality Social skills Communication Interpersonal Independent living skills Office of Instructional Enhancement and Internal Operations/Office of Special Education 29

30 Aptitudes (academic, work, etc.) Interests and Preferences Self-advocacy skills Vocational and occupational skills Supports and accommodations (including assistive technology ) Office of Instructional Enhancement and Internal Operations/Office of Special Education 30

31 Standardized: Major elements of the assessment are consistent (tests items, scoring, interpretation) Norm-referenced Criterion-referenced Office of Instructional Enhancement and Internal Operations/Office of Special Education 31

32 Informal: Analysis of background information Interviews Surveys Checklists Rating scales Work samples Office of Instructional Enhancement and Internal Operations/Office of Special Education 32

33 Curriculum-based assessments Interest Inventories Observations & situational assessments Person-centered planning Office of Instructional Enhancement and Internal Operations/Office of Special Education 33

34 Self-Awareness Inventories and Surveys Explore strengths, learning styles, personality, aptitude, interests, values, disability awareness, and accommodations Office of Instructional Enhancement and Internal Operations/Office of Special Education 34

35 Career Assessment Student interests or hobbies Classroom lessons on career clusters Visiting work sites: job shadow, field trips, informational interviews What students are doing in general education classes (career units, counseling) Office of Instructional Enhancement and Internal Operations/Office of Special Education 35

36 Situational Assessment Observe and record skills and behavior in real-life settings, including the classroom, campus, community, and work sites Office of Instructional Enhancement and Internal Operations/Office of Special Education 36

37 Portfolio Collection of assessment data, sample applications, resumes, and letters of reference Office of Instructional Enhancement and Internal Operations/Office of Special Education 37

38 Remember, the assessment process can be formal or informal. The choice between a formal or informal assessment is an individually determined decision. Whichever process is chosen, the process should incorporate: self-awareness, including learning, personality, and preparation based on individual interests, skills and strengths Office of Instructional Enhancement and Internal Operations/Office of Special Education 38

39 Results of transition assessments in IEP: Include in present levels of academic and functional performance Used to identify post-secondary goals (outcomes) Used to identify needed transitionservices Monitoring instruction, progress & decisions about changes Coordinate assessment needs with adult agencies Office of Instructional Enhancement and Internal Operations/Office of Special Education 39

40 Transition team members include: Parents Students General and Special Education Personnel Agency Representative The successful transition of students with disabilities is the responsibility of all members of the IEP Committee and requires considerable collaboration Office of Instructional Enhancement and Internal Operations/Office of Special Education 40

41 Parents must advocate for their children within the educational system and the agency structure, believe in them, and fulfill the role of educator in the home environment. Students must accept the responsibility to be engaged, responsible individuals who attend school regularly, participate in setting goals for the future, and identify how those goals will be achieved Office of Instructional Enhancement and Internal Operations/Office of Special Education 41

42 Educators must accept the responsibility to immerse youth in the learning process with a standards-based, contextual learning approach to teaching that includes school- and work-based learning experiences. Agency personnel must treat each student as an individual and be committed to meeting each student’s needs by determining what services the agency might provide and coordinate Office of Instructional Enhancement and Internal Operations/Office of Special Education 42

43 Everyone on the team must accept their transition-planning responsibilities, collaborate effectively, and follow through on the agreed-upon transition services to give students with disabilities a greater chance of exiting school fully prepared and enthusiastic about their futures Office of Instructional Enhancement and Internal Operations/Office of Special Education 43

44 In the case where a participating agency, other than the educational agency, fails to provide agreed-upon services, the educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives Office of Instructional Enhancement and Internal Operations/Office of Special Education 44

45 Services are based on the individual needs of the student, taking into account the preferences and interests which include: Instruction Related services Community experiences Development of employment Acquisition of daily living skills Office of Instructional Enhancement and Internal Operations/Office of Special Education 45

46 The student’s “desired post-school goals” or vision for life after high school should focus on these questions with realistic answers: What are the student’s plans beyond high school? Where does the student plan to live after high school? How does the student plan to take part in the community after high school? How does the student plan to use his/her leisure time? Office of Instructional Enhancement and Internal Operations/Office of Special Education 46

47 Students having a paid job during high school years Students being actively involved in the IEP and transition planning and implementation process Students understanding their disability, limits, and strengths Students having high self-determination skills Office of Instructional Enhancement and Internal Operations/Office of Special Education 47

48 Planning a student’s education becomes easier when you have already considered long-range goals and have made a decision about the next step in the educational program. You can develop an educational plan which outlines the skills the student needs to learn in order to function in the next environment. Then you can link the goals and objectives in the student’s IEP to predictions you have already made about the student’s future Office of Instructional Enhancement and Internal Operations/Office of Special Education 48

49 Reviewing and selecting the appropriate graduation option based on the student’s desired post-school goal is one of the most essential roles of the IEP Committee members Office of Instructional Enhancement and Internal Operations/Office of Special Education 49

50 A “quality” transition plan should be reflected in the student’s IEP and should have information about: community-based instruction, vocational education, future placements, performance criteria in future environments, skills in academic and nonacademic domains, and annual goals which are linked to future needs Office of Instructional Enhancement and Internal Operations/Office of Special Education 50

51 Age appropriateness of activities Activities that are community-based Functional skills Skills that can be generalized (e.g., used in more than one environment or situation) Activities that are based on the individual’s preferences and interests A sufficient number of transition-related objectives Office of Instructional Enhancement and Internal Operations/Office of Special Education 51

52 Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 52

53 IDEA requires that students be involved in making choices concerning their transition plan. Most students with disabilities can attend their own IEP meeting and express their views, but they will need some assistance in understanding the process and knowing how to contribute Office of Instructional Enhancement and Internal Operations/Office of Special Education 53

54 Learn more about their strengths and skills and be able to tell others what their goals and needs are. Learn more about their disability, including how to talk about and explain the accommodations which help them to compensate for the effects of the disability Office of Instructional Enhancement and Internal Operations/Office of Special Education 54

55 Some students will not be able to participate in the full IEP meeting, but these students can sometimes be interviewed separately and their ideas can then be brought to the meeting by parents or the student’s teacher. There are specific transition questionnaires which can be used to help students identify their choices and preferences for the future Office of Instructional Enhancement and Internal Operations/Office of Special Education 55

56 As soon as possible, students with disabilities should begin to attend their own IEP meetings. In advance of the meeting, teachers and parents can discuss the IEP meeting format, the issues which will be discussed, and who will be at the meeting Office of Instructional Enhancement and Internal Operations/Office of Special Education 56

57 Foster a greater sense of ownership in the plan. Gives a deeper commitment to working on the goals contained in it Office of Instructional Enhancement and Internal Operations/Office of Special Education 57

58 WITH THE CONSENT OF THE PARENT (OR THE CHILD IF 18) YOU WILL INVITE OUTSIDE AGENCIES WHO MAY BE PROVIDING OR PAYING FOR TRANSITION SERVICES Office of Instructional Enhancement and Internal Operations/Office of Special Education 58

59 Valecia Davis Desma McElveen Tanya Bradley Office of Special Education Division of Technical Assistance (601) Office of Instructional Enhancement and Internal Operations/Office of Special Education 59


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