Presentation on theme: "Www.ksdetasn.org IEP Training for Kansas Schools 2014 – 2015 Kansas State Department of Education Technical Assistance System Network Secondary Transition."— Presentation transcript:
IEP Training for Kansas Schools 2014 – 2015 Kansas State Department of Education Technical Assistance System Network Secondary Transition
IEP Transition to Adulthood Planning Successful movement from school to post- school: – education – work – adult living Results-oriented process focused on ‑ improving the academic and functional achievement of the student K.S.A (c)(8)
Involve the Student in Post-secondary Planning Student involvement in the IEP process – The student’s strengths, interests, preferences and needs must drive the plan – Involving the student and his/her family in the planning drives his/her future
Secondary Transition Process INVITE STUDENT INVITE AGENCY REP (with consent) AGE APPROPRIATE TRANSITION ASSESSMENT (Age 14)MEASURABLE POSTSECONDARY GOALS (Age 14)PLAAFPSTRANSITION SERVICES (Age 16)COURSES OF STUDY (Age 14)MEASURABLE ANNUAL IEP GOALS
BEFORE THE IEP MEETING Formally Invite the Student to the IEP Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team, the student must be invited to the IEP meeting Prepare the student for participating in the IEP meeting by developing self-determination skills (turn to your shoulder partner and discuss why this should be accomplished). There must be documentation that the student was invited even if it is known he/she cannot attend.
BEFORE THE IEP MEETING Formally Invite the Student to the IEP There must be documentation that the student was invited even if it is known he/she cannot attend. If the student elects not to participate, the IEP team must take other steps to ensure that the student’s preferences and interests are considered in developing the IEP. K.A.R (b); K.A.R (f); (34 C.F.R (b)(2)
Documentation of Student Invitation In various ways: Note in file stating teacher invited student prior to IEP Signed, written student invitation dated prior to IEP If student is 18 – receipt of 10 day notice prior to IEP KSDE (2011). Changes to Instructions for Reporting on State Performance Plan, Indicator 13: Secondary Transition, Retrieved from
BEFORE THE IEP MEETING Invite Representative of Outside Agency When should outside agencies be invited? – When outside agencies may provide or pay for transition services – Transition services must be considered for students age 16 or older Who provides consent? – For students under age 18, obtain parental consent to invite – For students age 18 or older, the student must provide consent to invite
Invite Representative of Outside Agency Formally invite the representative after obtaining consent OR Document the invitation ‑ Notice of IEP meeting form (10-day notice) ‑ Note in file stating invitation. (K.A.R (g); 34 C.F.R (b)(3))
Parents and family members Student Education personnel School support staff Administrators Peers and friends Community members Postsecondary education staff Community service agency providers Who should participate in transition planning & IEPs? Who else might be included?
Before the IEP Meeting Age-Appropriate Transition Assessments Prior to the student reaching age 14, conduct an age-appropriate transition assessment related to training/education, employment, and, where appropriate, independent living skills. The assessment will assist in: Developing measurable postsecondary goals (MPG) Informing the PLAAFPs Identifying transition services needed to reach goals
Assessment and MPGs
Defining Transition Assessment Assists the student and family to determine needs, strengths, preferences and interests related to life after high school Includes career awareness/exploration activities Includes a variety of formal and informal assessments Remember to include and consider general education transition assessment information – Personal Plans of Study – Kansas Career Pipeline
Informal Assessment Examples Informal interest inventories Situational assessments Interviews Direct observation Case file reviews Curriculum-based assessments Social histories Rating scales for specific areas
Transition Assessments Should Consider These Questions What does the student want to do beyond school (e.g., further education or training, employment, military, continuing or adult education, etc.)? Where and how does the student want to live (e.g., dorm, apartment, family home, group home, supported or independent)? How does the student want to take part in the community (e.g., transportation, recreation, community activities, etc.)?
Measurable Postsecondary Goals Each IEP for a student with a disability, who will be 14 or older during the time period of the IEP, must have a separate, measurable postsecondary goals (MPGs) that address the areas of Training/education and Employment, and When appropriate, independent living.
Measurable Postsecondary Goals Description of MPG categories: – Training/Education: specific vocational or career field, independent living skill training, vocational training program, apprenticeship, military, Job Corps, etc., or 4 year college or university, technical college, 2 year college, military, etc. – Employment: paid (competitive, supported, sheltered), unpaid, non-employment, etc. – Independent living skills: adult living, daily living, independent living, financial, transportation, etc.
Measurable Postsecondary Goals Each MPG must be based on age-appropriate transition assessments Measurable postsecondary goals (MPGs) are outcomes that occur after the student has left school. – Graduation – Certificate of completion – Age out MPGs identify what a student will do.
Note: Beginning in SY 13-14, KSDE found files noncompliant because the Employment goal was combined with the Education/Training goal and not written separately as required by guidance from the U.S. Department of Education Office of Special Education Services (OSEP) and KSDE: – “If the IEP Team determines that separate postsecondary goals in the areas of training and education would not result in the need for distinct skills for the student after leaving high school, the IEP Team can combine the training and education goals of the student into one or more postsecondary goals addressing those areas.” – “… because employment is a distinct activity from the areas related to training and education, each student’s IEP must include a separate postsecondary goal in the area of employment”
Examples of Measurable Postsecondary Goals A Formula for how to Write MPGs: Formula: 1) After high school, (or graduation or obtaining certificate of completion) 2) student 3) will behavior (what, where and how) Examples: Education/Training: After graduation from high school, James will enroll in Kaw Valley Technical Institute’s 2 year diesel course. Employment: After graduation from high school, James will increase his hours of work to 20 per week at Joe’s Auto Shop. For younger students….upon graduation from high school… I will work with animals I will go to school to learn about computers I will live in my own apartment with a roommate
Present Levels—PLAAFPS Present Levels of Academic Achievement & Functional Performance (PLAAFPs): a)are the way you identify and prioritize needs b)establish baseline performance in order to develop an individualized and meaningful plan b)identify degree of match between skills & environment
IMPACT OF EXCEPTIONALITY BASELINE DATA FOR IDENTIFIED NEED PLAAFPs Must Include CURRENT PERFORMANCE
Beginning at age 14, PLAAFPs must Include transition information PLAAFPs must describe the child’s transition needs in the areas of education/training, employment, and where appropriate, independent living skills Results of transition assessments Current academic performance related to both KCCR standards and post-secondary goals Any behavior needs, and how they may relate to post-secondary goals Any other information related to students needs
The IEP that will be in effect when the student turns age 14 must address the courses of study needed to assist the student in reaching his or her postsecondary goals. Courses of study are a multi-year description of coursework to achieve the student’s desired postsecondary goals, from the student’s current year to the anticipated exit year. Courses of Study
The courses of study may be identified on the student’s IEP as a list of courses to be taken each year or a statement of instructional program, as appropriate for the student. This would include required courses for graduation (or completion of program) and specific elective courses that focus on improving the student’s academic and functional achievement and to assist the student in reaching his/her postsecondary goals. Courses of Study
Courses of Study If appropriate, have all the courses required for graduation been included in the courses of study for this student? Are the courses of study aligned with the student’s measurable post-secondary goals (MPGs)? If the student wishes to make schedule changes that will result in a change to the courses of study section on the IEP, the IEP must be changed either through an IEP team meeting or the IEP amendment process.
Courses of Study Example MPG: After graduation from high school, James will enroll in Kaw Valley Technical Institute’s 2 year diesel course. 9 th grade th grade th grade th grade Math English 4 English 1English 2English 3Government GeographyAmerican Hist.World Hist.Kaw Valley Technical Institute Diesel 2 Earth ScienceBiology 1P.E./Sports Health/SportsP.E./SportsKaw Valley Technical Institute Diesel 1 Computers 1Auto Technology – Industrial Career Cluster Learning Strategies
Beginning at age 16, or younger, if determined appropriate by the IEP team, each IEP of a student with a disability must also contain an additional statement of needed transition services for the child, including, when appropriate, a statement of the interagency responsibilities or any needed linkages (K.S.A (c)(8)) These should be a coordinated set of activities or strategies based on the individual student’s needs, taking into account the student’s strengths, preferences and interests. Transition Services
o Instruction o Related Services o Community experiences o Employment o Adult living objectives o When appropriate, daily living skills o When appropriate, functional vocational evaluation For each MPG transition services should describe: Transition Services
Transition Services Considerations An IEP team should first determine what the measurable postsecondary goals are for the student. Next, consider the student’s PLAAFPs to identify whether transition services will be needed during the IEP year to support the student progressing towards the MPGs. If transition services are needed, then the IEP Team should determine what those transition services are, then find out who will be providing those transition services.
Transition Services Considerations If another agency will be responsible for providing or paying for transition services, then the agency must be invited to the IEP team meeting, with the consent of a parent or the student if at least 18 years old. Even if the IEP Team determines that no transition services are needed, their consideration should be noted on the IEP in some way, such as a statement or checkbox indicating that transition services are not needed.
Transition Services Examples Instruction Practice self-advocacy skills Tour postsecondary training programs Discuss accommodations and modifications with postsecondary training support centers Community Experiences Learn about the ADA Register to vote Join a community recreation center or program Register for selective service Employment Interview adult worker in a career field of interest Complete online application for vocational rehabilitation services Obtain paid job in area of interest Related Services Apply for books on tape Explore transportation options Other Post-School Adult Living Objectives Obtain a driver’s license Contact Center For Independent Living for information on self-advocacy Daily Living Skills (if appropriate) Learn about time and money management skills File taxes Functional Vocational Evaluation (if appropriate) Complete/review career interest inventories and/or aptitude assessments Review career interests to insure alignment with graduation plan (O’Leary & Collison, 2007)
Transition Services The age 16 (and over) transition services statement must: – Document activities & transition services for the current IEP year and identify the responsible party/agency – Document who will provide or pay for which services if an agency outside of the school has responsibility – If the LEA decides to include a multi-year transition services plan in the IEP, there must be a clear distinction between those activities/services that are being provided for the current IEP year and the activities or services that are being planned for the future
Transition Services All services; special education and related services, supplementary aids and services, program modifications, and supports for school personnel, as outlined in the IEP (including transition services) must indicate – the projected date for the beginning of the services, and – the anticipated frequency, location, and duration of those services(K.S.A (c)(7)) It is possible that service dates may vary throughout the year and should be indicated as such on the IEP.
Transition Services Remember, if an agency fails to provide the transition services planned in the IEP, you must reconvene the IEP team to identify alternative strategies. Districts are ultimately responsible for ensuring that transition needs are met.
MPGs and Transition Services
Measurable Annual Goals 1.Are based on data described in the PLAAFPS 2.Describe the anticipated progress that will result from the specially designed instruction (special education) the student will receive. 3.Must be able to pass the “stranger test” – Could someone else implement an IEP that you have written?
Measurable Annual Goals Measurable Annual Goals (MAGs) must align with Measurable Post-secondary Goals (MPGs) Components of a measurable annual goal: ①Behavior—performance to be monitored ②Condition—how progress to goal will be measured ③Criteria—to what level the behavior must occur ④Timeframe—amount of time needed to reach the criterion (maximum is one year)
PLAAFP Measurable Annual Goals Services
SERVICES Special Education Services Related Services Supplementary Aids and Services Program Modifications Supports for School Personnel Accommodations 41
The law mandates that a student’s IEP MUST have the: Frequency Location Duration Projected date for beginning of service Extent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular class Extent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular class For all: 1)Special Education Services,Special Education Services, 2)Related Services,Related Services, 3)Supplementary Aids and ServicesSupplementary Aids and Services 4)Program Accommodations,Program Accommodations, 5)Program Modifications, andProgram Modifications, and 6)Supports for School PersonnelSupports for School Personnel Reminder: Describe F/L/D for Services 42
A Review: Secondary Transition Checklist Invite Student Invite Agency Representative (with consent) Conduct Age-appropriate Transition Assessment (Age 14) Develop Appropriate Measurable Postsecondary Goals (Age 14) Include transition needs and strengths in PLAAFPs Identify Transition Services (Age 16) Identify Courses of study (Age 14) Develop Annual IEP goal(s) related to the student’s transition services needs Identify services needed to meet needs identified in Annual Goals and PLAAFPs
Secondary Transition Resources National Center on Secondary Education and Transition, National Secondary Transition Technical Assistance Center, Secondary Transition Module, the IRIS Center, Vanderbilt, Transition Coalition, Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators, Office of Civil Rights,