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SPP Indicator 13 : Improving Performance and Student Outcomes

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Presentation on theme: "SPP Indicator 13 : Improving Performance and Student Outcomes"— Presentation transcript:

1 SPP Indicator 13 : Improving Performance and Student Outcomes
Ginger Blalock, Education Contractor Adapted from Dr. Paula Kohler’s Guidance National Secondary Transition Technical Assistance Center, Western Michigan University

2 Topics for This Presentation
IDEA 2004 Transition Requirements New Mexico Statutes on Transition Planning State Performance Plan Indicator 13 NSTTAC Indicator 13 Checklist (Form B)

3 Context for Improving Practice
Factors Student outcomes IDEA State and local policy Community Effective practices Nothing about transition, or education in general, occurs in a vacuum- examining the context helps us be more strategic. We start with the student data and procedures required now by federal and state mandate and local policy, we look at the community variables that support and impede smooth transitions, and we plan in ways that use all those factors to continue improving our practices, so that ultimately student outcomes are much better.

4 IDEA Accountability Mandates
Continuous Improvement Monitoring Process (CIMP) – Compliance with IDEA State Performance Plan (SPP) Annual Performance Report (APR) [Make sure that participants have a copy of the NSTTAC Indicator 13 Checklist Form B (revised for NM) to follow along as appropriate.]

5 IEP Transition Planning Requirements – 2004
IDEA Statute - Transition planning in the IEP is required for every student (not gifted): Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter New Mexico Statute: Same requirement but starts no later than 8th grade or age 14 IDEA requires that we begin transition planning NO LATER than age 16 – for some students, starting much earlier is allowed. This might be particularly important for students with very complicated situations, or those for whom multiple funding streams will need to collaborate (which takes years to plan and coordinate). New Mexico, like many other states, kept the minimum age for transition planning at 8th grade or age 14 because we recognized that students needed every one of those years to acquire the skills and dispositions needed for adult life. Our graduation requirements for ALL students start with individualized, future-focused planning in 8th grade, through the Next Step Plan.

6 IEP Requirements – IDEA 2004
(aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate independent living skills; (bb) the transition services (including courses of study) needed to assist the child in reaching those goals; The legislation says that transition planning in the IEP will involve key components: Measurable postschool goals – training, education, employment, independent living Almost every student should have a postschool goal in further learning and a postschool goal in employment – at the level that makes sense for that student (eg., college, trade, school, military, or OJT are a possible range for further learning; full-time, part-time, or very part-time in 5 years comprise a possible range for employment) Age-appropriate transition assessments – also functionally appropriate (eg., not asking a student to complete an assessment that is far too basic or far too advanced for meaningful results) – more on this later

7 State Performance Plan (SPP) and Annual Performance Report (APR)
State’s plan to meet, and state’s performance on, 19 indicators (Part B) — 4 specific to transition: 1. % of youth with IEPs who graduate (on standard pathway to diploma) – collected thru STARS 2. % of youth with IEPs who drop out – thru STARS also 13. % of youth with all transition components in the IEP – collected thru IEP file review by trained reviewer (REC 6) 14. % of youth who achieve post-school outcomes (further learning, employment, or both) – collected by phone or other survey method one year after exit (NEREC 4) Here are the 4 indicators closely tied to transition – and an explanation of their data collection method. They work in concert, and Indicator 13’s success (the quality of the student’s plan and program) greatly affects the other 3. Research has shown that meeting the transition requirements laid out in IDEA significantly improves student outcomes.

8 Using Transition Indicators to Improve What We Do
Post-School Outcomes ~Indicator 14~ Postsecondary education and/or training Employment Independent living Dropping Out ~Indicator 2~ Why? Appropriate programs? Address student and family needs? Graduation ~Indicator 1~ Expectations and standards? Various pathways available? Linkage to post-school environments? What’s the Quality of Our IEPs? ~Indicator 13~ Measurable post-school and annual goals Transition-related assessments Course of study, services, and activities Coordination of services Not so good? Good? Why? Why Not? This visually depicts that relationship among these 4 indicators.

9 Critical Interrelationship
Staying in School Quality IEPs Achieving post-school outcomes Graduating Thus, if a student has quality programming, she or he is more likely to stay in school, to graduate, and to achieve successful adult outcomes.

10 Indicator 13 – Content of IEPs
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 child to meet the post-secondary goals. [20 U. S. C (a)(3)(B)] * In N.M., 8th grade or age 14 and above Additional language in IDEA prescribes that each student’s IEP will contain coordinated, measurable, annual IEP goals that help the student reach his/her postschool goals. In our state, we begin the full transition planning earlier.

11 Elements of Transition-Rich IEPs
Measurable postsecondary goals Present level of performance – based on age-appropriate assessments Transition activities and services, including course of study Annual transition goals Designated responsibility, including adult agencies Here are the multiple facets of Indicator 13 that are assessed on the checklist: Measurable postschool goals – more on “measurable” later – in 2 or possibly 3 major areas (further learning, employment, indep. living) Present levels (in our state form, it’s the student profile section) based on age-appropriate transition assessments – more on that later Transition services/linkages, including the course of study Annual goals related to the postschool goals Designated responsibility in the transition plan that should trigger our thinking about adult agencies/higher ed reps who need to be invited.

12 Measurable postsecondary goals
A Transition-Rich IEP “Transition” assessment/Present levels of achievement Transition services/linkages with designated responsibility & timelines Annual IEP Transition Goals Measurable postsecondary goals Here are the multiple components displayed… Long-term activities (e.g., instruction) and services, including course of study

13 Measurable postsecondary goals
A Transition-Rich IEP Measurable postsecondary goals Let’s start with the postschool goals (Item 1 on the checklist)…

14 Questions Defining a Measurable Post-School Goal
Is it outcome-oriented? Can it be counted (by someone)? Will it occur after the student leaves secondary education? Are goals for education or training AND employment addressed (for most)? Outcome-oriented means something was achieved – saying that a student will learn an occupation is not outcome-oriented, whereas saying that a student will work in a particular business is. We can never measure whether a student became president of Motorola, became a computer technician, or married and raised a family. The measurability here means, Can someone tell if this eventually occurred or not? Almost every student should have some kind of further learning goal for after high school, and some kind of work-related goal.

15 Measurable Post-School Goals – Ex:
Jamal will work in his uncle’s printing business upon graduation from high school. Karen will attend KVCC in the medical technology (radiology) program and work in the health care industry after high school. Sophie will work part-time in a retail entertainment store, with assistance from an employment specialist, after graduation. Here are examples provided by Paula Kohler at NSTTAC, with slight changes. Can you tell me if these postschool goals relate to: Education/training Employment Independent living?

16 Other Postschool Goal Examples
See many more examples and non-examples at website – click on Indicator 13 link – then “Training Materials” - include discussions of why examples meet IDEA’s criteria and why nonexamples are not appropriate. Outstanding resource – trained reviewers, be sure to explore and read all that’s there!

17 Measurable postsecondary goals
A Transition-Rich IEP Assessment/Present levels of achievement Measurable postsecondary goals IDEA now requires that the present levels of achievement section include results from age-appropriate transition assessment (Item 5 on the checklist). In many instances, schools are conducting transition-related assessments but the results don’t get into the IEP discussion. One typical example is when all students take a career interest inventory at their school for Next Step Planning purposes, but the results aren’t communicated to the special education department and the student isn’t prepared to bring the results to the IEP meeting.

18 Assessment-Based PLAAFP
What kinds of assessments (informal and formal)? Are the areas assessed the most important ones for this student, given his/her postschool goals? (individualized!) Are they age-appropriate? Are they valid and reliable for the students you are assessing? Who administers assessments? When? How Often? How are results shared with students and with the IEP team? How are results “tracked” over time? How are results used to develop goals and courses of study, and to determine service needs? These questions help the transition specialist, teacher, and/or IEP team think through important facets of the transition assessment component. Key here is the individualized nature of planning and possibly conducting transition assessments. For many, a combination of informal and formal procedures provide a helpful array of information for planning.

19 Information Needs for Accountability
Student’s present levels of achievement and functional performance Supports and accommodations needed Student’s performance regarding state standards and benchmarks Here’s what we are required to report for accountability purposes, with which we’re all familiar…

20 Information Needs for Student- Focused Planning
Aptitudes Temperament Interests Learning Preferences & Styles Information Needs for Student- Focused Planning Worker/ Personal Characteristics Background Information Vocational & Occupational Skills Functional/Life Skills And here are the additional areas on which we might need to gather information, for transition planning, depending on the student and what we already know about him/her. Supports and Accommodations

21 Additional Guidance for Transition Assessments
Dr. Jim Martin, University of Oklahoma, stresses at least 4 important areas to assess: Self-determination skills – Self-awareness, Self-advocacy, Self-efficacy, Decision-making, Independent performance, Self-evaluation, Adjustment Career/vocational interests – reading, nonreading tools Basic (overall) transition skills – all relevant adult life domains Functional vocational assessment (when indicated)– much more depthful evaluation for those needing it When Jim Martin did a workshop with Grants and Gallup districts last year, he encouraged them to think about 3 or 4 areas that are important to assess… Self-determination skill assessment tools are found with every curriculum (as one source), or specific observations may work. Ideas for tools for career interests and basic transition skills (adaptive behavior, etc.) follow. Functional vocational evaluation is for those few students who don’t provide enough helpful information through traditional assessment procedures.

22 Example of Transition Assessment Results in PLAAFP
DOMAIN Community Participation STRENGTHS Parent: Volunteers at Rec Center on weekends; supervisor reports great people skills and work attitudes. Student: Enjoy working with kids. Home/Indepen-dent Living Parent: Keeps room fairly clean, does family chores with little argument. Student: Do my chores; don’t know how to manage money very well. Jobs and Job Training Student: worked as lifeguard in summer Parent: Supervisor said good attendance, following directions, people skills Counselor: ASVAB results showed high interests in human services, physical performance, and mgmt, with high aptitudes in human services & physical perf. Here’s an example of just a piece of the Student Profile section in the state IEP form, showing brief inf on present levels – strengths column only – in 3 areas. The first pieces of information are informal transition assessment information (the supervisor feedback) - written evaluations would be better, but this is still helpful info. The counselor provides highlights of a formal transition assessment’s results.

23 Comprehensive Transition Assessment Tools
Transition Planning Inventory-Revised (TPI-R) ProEd, Austin Texas (www.proedinc.com) Scales of Independent Behavior - R Riverside Publishing (http://www.riverpub.com) Informal Assessments for Transition Planning Enderle-Severson Transition Rating Form Casey Life Skills Assessment

24 Free Resources for Transition Assessment
– Job Seekers >> Career Prospects System Occupational Profiler U.S. Dept of Labor O*NET - Interest profiler, ability profiler Armed Services Vocational Aptitude Battery (ASVAB) – “Age Appropriate Transition Assessment Guide” – “Age Appropriate Transition Assessment” Fact Sheet

25 Measurable postsecondary goals
A Transition-Rich IEP Assessment/Present levels of achievement Transition services/ linkages with designated responsibility & timelines Measurable postsecondary goals These two bullets describe different facets of the same transition planning component – transition services/activities over time (Item 3 on the checklist), including the course of study. In particular, we need to highlight the designated responsibility requirement, so that our accountability is increased and we are consistent about inviting adult agencies in a timely manner. Long-term activities (e.g., instruction) and services, including course of study

26 Transition Services and Linkages – Designated Responsibility
Is the student likely to need outside agency services (for a successful transition) during the next year? For the current year, any evidence in IEP that representatives of any of the following agencies/services were invited to participate in the IEP development? Postsecondary education, vocational training, or continuing and adult education Integrated employment (including supported employment) Independent living or community participation NOTE: Must obtain consent to invite until IEP team member! The Indicator 13 checklist Item 4 asks these questions. If the student is too young to be inviting the pertinent agency or agencies, check N/A on the checklist. Parents (or the student if 18) must give written consent to invite any outside agencies for the first time. (Some schools obtain that consent the prior year as they forecast the need to invite those agencies the next year.)

27 Measurable Transition Services and Linkages
Must address categories of Instruction, Related Services, Community Experiences, and Employment/Other Adult Postschool Areas What does “address” mean? What does “measurable” mean in this section? Only address Daily Living and Functional Vocational Evaluation if appropriate The first 4 categories are requirements to address. “Address” means providing information regarding the needed services/activities/linkages. If no services are needed for one of the required categories (eg., Related Services), the IEP team needs to briefly describe why none are needed. “Measurable” means that this section (including the course of study and along with the annual goals) is what makes us accountable for helping the student reach his/her postschool goals. Our accountability is secured by our listing each activity/strategy/linkage in observable terms (did it get done, yes or no) and by identifying the person(s) responsible, the timeframe, and the date it was accomplished (or reviewed).

28 Example Transition Services/ Linkages Page (PED IEP form)
Activities/ Strategies: INSTRUCTION Agency/ Responsib. Timelines Documented Completion or Other -Teach Jana the Paraphrasing Strategy -Provide needed modifications and accommodations in core academic classes -Research, identify, & visit at least 3 colleges of interest School/special educator teacher School/general ed teachers Jana (w/case mgr or transition specialist monitor) Sept-Oct. 2008 Fall 2008 Here are sample activities and their measurable components in one category (Instruction).

29 Example Transition Services/ Linkages Page (PED IEP form)
Activities/ Strategies: EMPLOYMENT Agency/ Responsib. Timelines Documented Completion or Other - Research, select, & complete one unpaid and one paid (if possible) internships in law enforcement area of choice - Meet with DVR counselor for eligibility determination & possible college supports Jana (case mgr monitors) DVR counselor, Jana, parents (case mgr monitors) Spring 2009-Spring 2010 Winter 2010 Here are two more activities in a different category (Employment). Issues that need to be resolved around this component include: Since these are intended to be individualized, is there a need to list generic transition activities that all/most students complete (eg., annual interest inventories, attendance at college/career fair)? Once activities are completed, should they stay on this page for subsequent years, so that changing IEP team members can see the complete array of transition activities or should they move to the present levels section? How often should progress on these activities be reviewed, to ensure they get done?

30 Transition Services Includes the Course of Study
Student has already identified her/his postschool goals Course of study lists courses/other experiences for all the remaining years of high school Helps to annually document credits earned and progress toward graduation Must be individualized and linked to the student’s postschool goal(s) Similar to (supercedes) the Next Step Plan; typically problematic if a student does BOTH the Next Step Plan and the IEP transition plan The course of study is assessed by Item 6 on the checklist. Academic focus is usually easy to identify; functional achievement can be promoted by career/technical education, work-based or community-referenced learning, functional/life skills instruction, or related courses. The problem with a student doing both the Next Step Plan and the IEP transition planning is that they do not typically connect with each other – the student ends up with two disparate plans and can become confused, and the adults are duplicating efforts.

31 Example Course of Study (PED IEP form)
School Year Credits Earned Courses Selected 5.5 Skills for Success (reading, future planning, personal mgmt) English I, Algebra I, P.E./Girls Basketball Physical Science, U.S. History English II, Applied Math I, P.E./Girls Basketball, Keyboarding/Computer Literacy, Biology Concepts/Biology, World Geography English III, Geometry, Girls Basketball, Psychology/Sociology Spanish I (1/2 cr.)/Government, Work Study (1/2 cr.) English IV, Algebra II, Culinary Essentials/Sewing, Clothing & Crafts, Public Speaking/Girls Basketball Spanish II (1 cr.), Work-Study (1 cr.) This serves as a graphic organizer for the student – s/he can envision completing year by year and moving through the system. More importantly, s/he sees a relationship between her/his postschool goal(s) and this course of study, which becomes motivating to stay in school.

32 Measurable postsecondary goals
A Transition-Rich IEP Assessment/Present levels of achievement Transition services & linkages, with designated responsibilities & timelines Annual IEP transition goals Measurable postsecondary goals The final component is having at least one annual goal linked to one or more postschool goal(s) (Item 2 on the checklist). Activities (e.g., instruction) and services each year, including course of study

33 Annual Transition-Related Goals
What needs to be achieved this year to help the student move toward his/her postsecondary goal(s)? What does s/he need to learn? Is the goal measurable? Is it outcome- rather than process-oriented? The annual goal(s) related to transition should not duplicate activities/strategies on the transition services/linkages page but may take one or more of those activities deeper, with much greater specificity and progress monitoring.

34 Annual Transition-Related Goals – Examples
Susan will master the skills of “information processing” in COMP 1001 with 95% accuracy, as measured by unit exams and final exam. Susan will demonstrate basic awareness of computing occupations to the counselor’s satisfaction as measured by an interview. Susan will identify 3 postsecondary educational programs for computing occupations in her careers class 9-week advisory meeting. Susan will articulate her accommodation needs in computing environments through her interview with the rehabilitation services counselor. These are a few general examples, with some measurability included. Can you identify which type of postschool goal each one of these relates to (further learning, employment, independent living)?

35 More Annual Goals Examples
Jana will increase her reading comprehension skill levels from 5.9 to 7.5 grade level equivalents by May 2009, in order to complete course and exam requirements for the standard pathway to the diploma and move into postsecondary learning as planned, as measured by her scores on the standards-based assessment. By April 2009, Jana will create and apply a process for analyzing her job shadow experiences, her results from transition assessments, and her visits to colleges to determine the most feasible area for planning an internship the following year, as measured by her comprehensive plan.

36 Measurable postsecondary goals
A Transition-Rich IEP Assessment/Present level of achievement Transition services & Linkages with Designated Responsibilities & timelines Annual IEP transition goals Measurable postsecondary goals Activities (e.g., instruction) and services each year, including course of study

37 Indicator 13 Data Collection
Past years: used O’Leary and colleagues’ Transition Requirements Checklist This year and thereafter: will use NSTTAC Indicator 13 Checklist, Form B Trained trainer will either review IEP files alone to answer the checklist questions, or will train group to assist in data collection

38 Indicator 13 Data Use UNM Institute for Public Policy enters and analyzes data, creates district data sheets Data are reported to NMPED Special Education Bureau for distribution in district profiles District can request report-out session with larger audience offering chance for collaborative goal-setting for improvement QUESTIONS?

39 Resources NSTTAC Indicator 13 Checklist O’Leary’s TOP’s checklist
NSTTAC’s training materials Web-based examples and non-examples

40 Contact information Ginger Blalock, Ph.D. Education-Transition Consulting LLC REC 6 IEP Transition Planning Project Coordinator 505/ Cheryl Hamilton REC 6 IEP Transition Planning Program Manager 575/


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