Presentation on theme: "Teaching and Learning Special Education Secondary Programs Transition Services."— Presentation transcript:
Teaching and Learning Special Education Secondary Programs Transition Services
Agenda Understanding the State Performance Plan Impact of the Performance Indicators Emphasis on Indicator 13 Transition Planning (Begin with the End) Development of goals and objectives Unveiling coordinated activities Indicator 14 – End Result!!!
State Performance Plan (SPP) The Individuals with Disabilities Education Act (IDEA) of 2004 requires each state to develop a six year performance plan that evaluates the state’s efforts to implement the requirements and purposes of IDEA, and illustrates how the state will continuously improve upon this implementation The Texas SPP includes five monitoring priorities and twenty indicators
State Performance Plan (SPP) In alignment with IDEA 2004, the US Department of Education Office of Special Education Programs (OSEP) has identified five monitoring priorities within the SPP: (1) Free Appropriate Public Education in the Least Restrictive Environment; (2) Disproportionality; (3) Child Find; (4) Effective Transition; and (5) General Supervision. The SPP contains 20 indicators associated with these five monitoring priorities:
Indicators 1. Graduation 2. Dropout 3A-C. Adequate Yearly Progress 4A-B. Suspension/Expulsion 5A-C. Educational Environment, Ages 6-21 6. Educational Environment, Ages 3-5 7A-C. Early Childhood Outcomes 8. Parent Participation 9. Disproportionality in special education program 10. Disproportionality by specific disability 11. Child Find 12. Early Childhood Transition 13. Secondary Transition 14. Post-School Outcomes 15. General Supervision (Monitoring) 16. Complaint Investigation Timeline 17. Hearing Officer Decision Timeline 18. Resolution Sessions 19. Mediation 20. State Reporting
Indicator 13 Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet postsecondary goals.
Measurable Post-secondary Goals Based on age appropriate transition assessments. Must be written for training/education, employment, and when appropriate independent living.
Transition Supplement Instruction Related Services Community Participation Integrated Employment (I - 13) Postsecondary Education/Training (I - 13) Post School Adult Living (I - 13) Daily Living Skills / Transportation Functional Vocational Evaluation Adult Services
Interagency Release Form and Notice of Transfer of Rights Interagency Release needs to be completed prior to discussing these options in the ARD. Notice of Transfer of Rights needs to be completed prior to student’s 18 th birthday.
PLAAFP Address prevocational, vocational, CBVE, and transition competencies. Consider these competencies in the development of IEP goals and objectives.
Annual IEP Goals Coordinated, measurable, and annual Contain four critical elements: timeframe, conditions, behavior, and criterion
ARD Page 4: Transition List specific assessment (drop down menu). List anticipated course of study – 4/6 plan, career cruising, course strand matrix, etc.
Coordinated Activities Graduation Supplement Graduation Course Options Assessment Options Assessment Criteria Assessment Samples TAKS TAKS-Modified Planning a Coherent Course of Study
Summary of Performance Summary of student’s academic achievement and functional performance. Assist in the transition from high school to higher education, training and/or employment. Help to establish eligibility for reasonable accommodations and supports in Postsecondary settings. Initial start at 11 th grade. Required and complete at 12 th grade.
Indicator 14 Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.