Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary.

Similar presentations


Presentation on theme: "1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary."— Presentation transcript:

1 1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary Transition and Compliance 2009 Florida Department of Education Dr. Eric J. Smith, Commissioner

2 2 Division of Public Schools (PreK -12) Florida Department of Education Objective To provide a brief overview of secondary transition requirements aligned with Florida s Compliance Self- Assessment for State Performance Plan (SPP) 13- Secondary Transition Age 16 To provide answers to frequently asked questions related to secondary transition requirements To provide information on key changes to Florida State Board of Education Rules impacting secondary transition requirements

3 3 Division of Public Schools (PreK -12) Florida Department of Education State Board of Education Rules Florida Statutes and State Board of Education Rules were approved on December 22, –Key changes impacting secondary transition are addressed within this presentation.

4 4 Division of Public Schools (PreK -12) Florida Department of Education Definition of Transition Services… a coordinated set of activities for a student with a disability that: 1.Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the students movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; and… Rule 6A (1)(nn), F.A.C.

5 5 Division of Public Schools (PreK -12) Florida Department of Education …Definition of Transition Services… 2.Is based on the individual students needs, taking into account the students strengths, preferences and interests; and 3.Includes: a. Instruction; b. Related services; c. Community experiences; d. The development of employment and other post-school adult living objectives; and e. If appropriate, acquisition of daily living skills and the provision of a functional vocational evaluation, and Rule 6A (1)(nn), F.A.C.

6 6 Division of Public Schools (PreK -12) Florida Department of Education …Definition of Transition Services 4.Transition services for students with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a student with a disability to benefit from special education. Rule 6A (1)(nn), F.A.C.

7 7 Division of Public Schools (PreK -12) Florida Department of Education Notice The notice to the IEP team meeting included a statement that a purpose of the meeting was the consideration of postsecondary goals and transition services, that the student would be invited, and indicated any agency likely to provide or pay for services during the current year that would be invited. 34 CFR (b)(2)

8 8 Division of Public Schools (PreK -12) Florida Department of Education Notice – Ages 14 and 15 Contents of notice for the IEP meeting must indicate that A purpose of the meeting will be identifying transition services needs of the student The student will be invited to attend Rule 6A (3)(b)4., F.A.C.

9 9 Division of Public Schools (PreK -12) Florida Department of Education Notice – Age 16 or Older … Contents of notice for the IEP meeting must Indicate that a purpose of the meeting is the consideration of postsecondary goals and transition services for the student Indicate that the student will be invited to attend Identify any other agency that will be invited to send a representative to the meeting Rule 6A (3)(b)5., F.A.C.

10 10 Division of Public Schools (PreK -12) Florida Department of Education … Notice – Age 16 or Older Only those agencies that may provide or pay for needed transition services based on the individual student s needs must be invited. (Consent is required in order for the LEA to invite agencies.) Others may be invited at parent/district discretion. The decision as whether to invite a particular agency to participate in an IEP meeting is left to the LEA and the parent.

11 11 Division of Public Schools (PreK -12) Florida Department of Education Student Invited The student was invited to the IEP meeting. 34 CFR (b)(1); Rule 6A (3)(c)7., F.A.C. –Salutation on the notice that includes the student and the parent or –Separate notice to student indicating that the student will be invited to attend

12 12 Division of Public Schools (PreK -12) Florida Department of Education Student s Strengths, Preferences, Interests … The student s strengths, preferences, and interests were taken into account. If the student was unable to attend the meeting, other steps were taken to ensure the student s preferences and interests were considered. 34 CFR and (b)(2); Rule 6A (3)(c)7., F.A.C.

13 13 Division of Public Schools (PreK -12) Florida Department of Education … Student s Strengths, Preferences, Interests … Ages 14 and 15 –Strengths, preferences, interests so that transition services needs and postsecondary goals may be identified and in place by age sixteen (16) Ages 16 and older –Strengths, preferences, interests of what the student wants in the areas of instruction, related services, community experiences, employment, and post- school adult living

14 14 Division of Public Schools (PreK -12) Florida Department of Education … Student s Strengths, Preferences, Interests If the student did not attend the meeting, evidence of student input through other methods (e.g., student or family conferences, interest inventories, career exploration activities, vocational interest and aptitude inventories, situational assessments, and input from other personnel associated with the student)

15 15 Division of Public Schools (PreK -12) Florida Department of Education Student s Strengths, Preferences, Interests – Documentation May be documented in the present levels of academic achievement and functional performance section(s) of the IEP or may be included as a separate item

16 16 Division of Public Schools (PreK -12) Florida Department of Education Students 14 and 15 For students 14 and 15, the IEP team shall –Begin the process of identifying transition services needs so that needed postsecondary goals may be identified and in place by age sixteen (16) –Develop a statement of whether the student is pursuing a course of study leading to a standard or a special diploma Rule 6A (3)(h)8. and 9., F.A.C. Recommended Practice: Consider the need for instruction in the area of self-determination.

17 17 Division of Public Schools (PreK -12) Florida Department of Education Transition Services Needs and Course(s) of Study A statement of whether the student is pursuing a course of study leading to a standard or special diploma, such as participation in advanced placement courses or a career and technical education program, is incorporated into the Transition IEP.

18 18 Division of Public Schools (PreK -12) Florida Department of Education Self-Determination: Recommended at Ages 14 and 15/Required for Ages 16 and Older Consideration of the need for instruction in self- determination must be addressed in the transition components through goals, short-term objectives, benchmarks, or through services on the IEP.

19 19 Division of Public Schools (PreK -12) Florida Department of Education What Some Districts Are Doing … Example 1 –Identifying the student s priority educational need (e.g., self-advocacy skills, goal setting, decision making, etc.) –Developing relevant measurable annual goals in the Transition IEP to address the need

20 20 Division of Public Schools (PreK -12) Florida Department of Education … What Some Districts Are Doing Example 2 –Adding a line to the Transition IEP to note how instruction will be provided and/or information disseminated –Including samples of the student s completed activities (e.g., Standing Up for Me worksheets) in the student s portfolio Districts have flexibility in addressing self- determination within the Transition IEP.

21 21 Division of Public Schools (PreK -12) Florida Department of Education Diploma Selection Beginning in eighth grade, or during the school year in which the student turns 14, whichever is sooner, the IEP must include a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma. Rule 6A (3)(h)8., F.A.C.

22 22 Division of Public Schools (PreK -12) Florida Department of Education Reconvene If a participating agency responsible for transition services, other than the school district, fails to provide the transition services described in the IEP, the school district shall reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the student set out in the IEP. 34 CFR (c)(1); Rule 6A (3)(h)9.c., F.A.C. Recommended Practice: Identify an IEP team member or designee to follow-up with agencies and verify the provision of services by other agencies

23 23 Division of Public Schools (PreK -12) Florida Department of Education Transfer of Rights – Informed at Age 17 The Transition IEP for a 17-year-old includes a statement that the student has been informed of the rights that will transfer at age CFR (c); 34 CFR (a)(1); Rule 6A (3)(h)10., F.A.C. At least one year prior to the student s 18th birthday, the student must be informed of the rights that will transfer. –Is there documentation on the IEP that the student has been informed?

24 24 Division of Public Schools (PreK -12) Florida Department of Education Transfer of Rights – Notice at Age 18 A separate and distinct notice of the transfer of rights was provided closer to the time of the student s 18th birthday. 34 CFR (c); (a)(1) Closer to the time of the student s 18th birthday there must be a separate and distinct notice to the parent and student informing them of the transfer of rights. –Is there documentation/evidence that the student and parent were informed of the transfer of rights?

25 25 Division of Public Schools (PreK -12) Florida Department of Education Measurable Postsecondary Goal or Goals (Age 16 and Older) There is a measurable postsecondary goal or goals in the designated areas (i.e., education/training and employment; where appropriate, independent living). 34 CFR (b)(1); Rule 6A (3)(h)9.a., F.A.C.

26 26 Division of Public Schools (PreK -12) Florida Department of Education Measurable Postsecondary Goal or Goals (Age 16 and Older) Develop measurable postsecondary goals based on age-appropriate transition assessment in the following areas: –Education or training –Employment –Independent living (as needed)

27 27 Division of Public Schools (PreK -12) Florida Department of Education Education or Training Education is defined as –Enrollment in Adult General Education (e.g., Adult Basic Education, Adult High School Credit Program, Vocational Preparatory Instruction Program, or GED Testing Program) –Enrollment in technical center (certificate program) –Enrollment in community college (certificate program or two-year degree) –Enrollment in college/university (four-year degree and higher) Adapted from NSTTAC, 2007

28 28 Division of Public Schools (PreK -12) Florida Department of Education Education or Training Training is defined as –Employment training program (e.g., Workforce Investment Act [WIA], Job Corps, AmeriCorps, Individualized) Individualized means one-on-one training provided by the employer, an agency, or service provider Adapted from NSTTAC, 2007

29 29 Division of Public Schools (PreK -12) Florida Department of Education Employment Employment is defined as –Competitive In the competitive labor market that is performed on a full- or part-time basis in an integrated setting Is compensated at or above the minimum wage –Supported Competitive work in integrated work settings … for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability … Adapted from NSTTAC, 2007

30 30 Division of Public Schools (PreK -12) Florida Department of Education Independent Living (as Needed) Life skills in the following domains: –Leisure/Recreation –Maintain home and personal care –Community participation Adapted from NSTTAC, 2007

31 31 Division of Public Schools (PreK -12) Florida Department of Education Measurable Postsecondary Goal or Goals (Age 16 and Older) A measurable postsecondary goal may address more than one of the designated areas, and must meet the following two requirements: –It must be measurable; you must be able to count it or observe it. –It must be intended to occur after the student graduates from school.

32 32 Division of Public Schools (PreK -12) Florida Department of Education Measurable Postsecondary Goal Examples … Lisette –Education or Training Within three years of graduation from high school, Lisette will complete the nondegree program at Montgomery County College (MCC).

33 33 Division of Public Schools (PreK -12) Florida Department of Education … Measurable Postsecondary Goal Examples … Lisette –Employment By January 2009, through the assistance of Vocational Rehabilitation (VR) and the staff of the nondegree program at MCC, Lisette will obtain part-time employment on campus at MCC that does not interfere with her program s schedule.

34 34 Division of Public Schools (PreK -12) Florida Department of Education … Measurable Postsecondary Goal Examples Lisette –Independent Living Within one year of graduation from high school, Lisette will use public transportation, including the public bus and uptown trolley, to independently get to and from classes at MCC.

35 35 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Measurable Postsecondary Goals

36 36 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Measurable Postsecondary Goals … Where on the IEP do I write the measurable postsecondary goals?

37 37 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Measurable Postsecondary Goals The measurable postsecondary goals should be reflected early in the IEP as every component of the IEP for students 16 and older should lead toward attainment of the measurable postsecondary goal(s).

38 38 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Measurable Postsecondary Goals … Does the timeframe for a measurable postsecondary goal need to address when a student will start something, such as enroll in a two-year community college program, or finish, such as complete a two-year degree program? Which constitutes best practice or is either okay?

39 39 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Measurable Postsecondary Goals Districts have flexibility in the format they choose to use for measurable postsecondary goals.

40 40 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Measurable Postsecondary Goals … Are short-term objectives or benchmarks needed for measurable postsecondary goals?

41 41 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Measurable Postsecondary Goals No. Only annual goals for students with disabilities who take alternate assessments aligned to alternate achievement standards are required to have short-term objectives or benchmarks. It is generally helpful to think of the measurable annual goals and transition services reflected in the IEP as benchmarks toward the measurable postsecondary goals.

42 42 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Measurable Postsecondary Goals … How do we determine the student s progress toward the measurable postsecondary goals?

43 43 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Measurable Postsecondary Goals There is no requirement for reporting progress on measurable postsecondary goals. If the student is making adequate yearly progress toward attaining his or her measurable annual goals and other transition services within the IEP, then the student should be making progress toward attaining his or her measurable postsecondary goals.

44 44 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Measurable Postsecondary Goals … If a parent requests an Adult Day Training (ADT) program or sheltered workshop setting and services for his or her child, how do we address this in the measurable postsecondary goals?

45 45 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Measurable Postsecondary Goals The IEP team should always consider the most inclusive postsecondary outcomes first. Ultimately the decision rests with the IEP team; however, restrictive settings and programs should be a last consideration.

46 46 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Measurable Postsecondary Goals … For students going directly into employment who already know the skills needed to complete the job, what would measurable postsecondary goals for education or training, and employment look like? (For example, a student exits under Special Diploma Option 2 or a student who has been trained in a technical program as a tile layer.)

47 47 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Measurable Postsecondary Goals The measurable postsecondary goal for education or training would likely describe the type of training the employer would provide for this student. The measurable postsecondary goal for employment would likely be related to maintaining the job and/or expanding the individual s job duties and responsibilities.

48 48 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Measurable Postsecondary Goals … What if a student s skills do not match the student s interests? What must be reflected in the measurable postsecondary goals?

49 49 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Measurable Postsecondary Goals … A measurable postsecondary goal is NOT the same as a desired post-school outcome.

50 50 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Measurable Postsecondary Goals The measurable postsecondary goals must be based upon age- appropriate transition assessments. In a recent case in Texas, the court found that the district did not err in developing a vocational program that focused on fashion and child care – the student s biggest strengths, despite the fact that her interest was in music where she had limited skills. The summary stated: So long as a transition plan reflects the student s skills and interests, as determined through assessments, it should pass muster under the IDEA. - Individuals with Disabilities Education Law Report, LRP Publications (June 12, 2009)

51 51 Division of Public Schools (PreK -12) Florida Department of Education Measurable Postsecondary Goals based on Age- Appropriate Transition Assessment The measurable postsecondary goals were based on age-appropriate transition assessment. 34 CFR (b)(1); Rule 6A (3)(h)9.a., F.A.C.

52 52 Division of Public Schools (PreK -12) Florida Department of Education Age-Appropriate Transition Assessment Transition assessment is the ongoing process of collecting data on the individual s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program. - Sitlington, Neubert, and Leconte (1997)

53 53 Division of Public Schools (PreK -12) Florida Department of Education Age-Appropriate Transition Assessment Age-appropriate means activities, assessments, content, environments, instruction, and/or materials that reflect a student s chronological age. Age-appropriate assessments may necessitate adaptations to their administration for some students so that meaningful data are obtained. Adapted from NSTTAC, 2007

54 54 Division of Public Schools (PreK -12) Florida Department of Education Types of Assessment Formal Florida Comprehensive Assessment Test College Entrance Test PSAT, SAT, ACT, CPT Transition Planning Inventory Brigance Life Centered Career Education (LCCE) Florida Alternate Assessment Other Norm-Referenced Informal Curriculum-Based/Teacher- Made Tests Interest Inventories Self-Determination Situational Questionnaires/Surveys/ Interviews Checklists

55 55 Division of Public Schools (PreK -12) Florida Department of Education Transition Assessment Transition assessment data should: –Be obtained over time –Indicate strengths, preferences, and interests –Consider present and future environments –Be conducted by way of multiple places/sources/persons –Be sensitive to cultural diversity Adapted from NSTTAC, 2007

56 56 Division of Public Schools (PreK -12) Florida Department of Education Transition Assessment Review the IEP and other available components of the student s record to determine if information from age-appropriate transition assessments has been considered in developing measurable postsecondary goals. If so, determine whether the information applies to the area in question (i.e., education/training; employment; where appropriate, independent living).

57 57 Division of Public Schools (PreK -12) Florida Department of Education Transition Assessment Example … Lisette (education/training, employment, and independent living) –From the Present Levels of Academic Achievement and Functional Performance statement on the IEP: Based on teacher observation notes, community-based task analysis checks, and information from the student, her parents, and her teachers collected through the Transition Planning Inventory and Making Action Plans (MAPS), Lisette is a rule-oriented, quiet young woman with strong skills and interests in employment in the service industry. Lisette learns best through observation and practical experience due to limited verbal and reading skills.

58 58 Division of Public Schools (PreK -12) Florida Department of Education … Transition Assessment Example Lisette (education/training, employment, and independent living) –Lisette has participated in a curriculum with a functional- academic focus in which she has demonstrated strengths in independent living skills, such as self-care, home management, reading for success in the community, and community math skills, including time and calendar skills. Lisette has expressed an interest in and demonstrated success in the service industry, particularly in the area of food preparation. Lisette indicates that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lisette s living outside of their home as she becomes more financially independent after high school.

59 59 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Age-Appropriate Transition Assessment

60 60 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Age-Appropriate Transition Assessment … How and where do I document age- appropriate transition assessment in the IEP for compliance purposes?

61 61 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Age-Appropriate Transition Assessment There is flexibility in where transition assessment is addressed in the IEP. Transition assessment would most likely be cited as a source and reflected in the present levels of academic achievement and functional performance or the summary of assessments/evaluation data.

62 62 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Age-Appropriate Transition Assessment … Which transition assessments require consent from parents?

63 63 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Age-Appropriate Transition Assessment Consent is only required if the purpose is for reevaluation.

64 64 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Age Appropriate Transition Assessment … What is functional vocational evaluation?

65 65 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Age Appropriate Transition Assessment NSTTAC describes functional vocational evaluation as an assessment process that provides information about job or career interests, aptitudes, and skills. Information may be gathered through situational assessment, observations or formal measures, and should be practical. The IEP team could use this information to refine services outlined in the IEP. Source: Storms, J., O Leary, E., & Williams, J. (2000). As cited in NSTTAC September 2007 training materials.

66 66 Division of Public Schools (PreK -12) Florida Department of Education Annual Goal(s) or Short-term Objectives or Benchmarks There is/are annual goal(s) or short-term objectives or benchmarks that reasonably enable the student to meet the postsecondary goals. CFR (a)(2) Are goal(s) or short-term objectives or benchmarks included in the IEP that will help the student make progress toward the stated postsecondary goal(s)?

67 67 Division of Public Schools (PreK -12) Florida Department of Education Measurable Annual Goals Examples … Lisette (education/training) –Lisette will accurately record her personal information, including first and last name, date of birth, social security number, street address, city, state, zip code, age, and telephone number with 100 percent accuracy by April 2008.

68 68 Division of Public Schools (PreK -12) Florida Department of Education … Measurable Annual Goals Examples … Lisette (employment) –Given a cell phone with pertinent telephone numbers programmed and weekly practice in school and community settings, Lisette will successfully call her supervisor to communicate important messages in five out of five role-play trials in school and community settings.

69 69 Division of Public Schools (PreK -12) Florida Department of Education … Measurable Annual Goals Examples Lisette (independent living) –Given travel training situations, Lisette will demonstrate sitting quietly and refraining from talking to strangers while using public transportation at least two times across three situations.

70 70 Division of Public Schools (PreK -12) Florida Department of Education Transition Services … There are transition services on the IEP that focus on improving the academic and functional achievement of the student to facilitate the student s articulation from school to post-school. 34 CFR (b)(2)

71 71 Division of Public Schools (PreK -12) Florida Department of Education … Transition Services … For the measurable postsecondary goals on the IEP, are one or more of the following addressed: –Instruction –Related service(s) –Community experience(s) –Employment –Post-school adult living –Daily living skills (if appropriate) –Functional vocational evaluation (if appropriate)

72 72 Division of Public Schools (PreK -12) Florida Department of Education … Transition Services Transition services may be addressed through –The development of measurable annual goals and short- term objectives or benchmarks –Special education services –Related services –Program modifications/supports for school personnel –Supplementary aids and services and/or –State and district assessment accommodations/modifications

73 73 Division of Public Schools (PreK -12) Florida Department of Education … Transition Services … No services needed statement(s) are no longer required, but this is a good practice that districts are encouraged to continue.

74 74 Division of Public Schools (PreK -12) Florida Department of Education Transition Services Example … Lisette (instruction supports the postsecondary education/training and independent living goals) –Community safety skills instruction, including self- defense at the YMCA –Travel training instruction –Math instruction related to money usage and telling time on a variety of watches and clocks –Literacy instruction related to sight word identification

75 75 Division of Public Schools (PreK -12) Florida Department of Education … Transition Services Example … Lisette (related service supports the postsecondary independent living goal) –Assistive technology services to increase the use of voice output device –Physical therapy to improve independent ambulation

76 76 Division of Public Schools (PreK -12) Florida Department of Education … Transition Services Example Lisette (daily living skills support the postsecondary education/training and independent living goals) –Purchase a monthly bus pass –Apply safety skills in the community, particularly with regard to use of public transportation –Learn to choose a seat near the bus driver –Learn to use the pull cord to identify upcoming stop

77 77 Division of Public Schools (PreK -12) Florida Department of Education Course(s) of Study … The transition services include course(s) of study that focus on improving the academic and functional achievement of the student to facilitate the student s movement from school to post-school. 34 CFR (b)(2)

78 78 Division of Public Schools (PreK -12) Florida Department of Education … Course(s) of Study –Participation in advanced-placement courses –Participation in courses that provide community-based experiences to help the student acquire adult living and employment skills (e.g., description of instructional program and experiences)

79 79 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Course of Study … Is stating the diploma decision (e.g., the student will pursue a standard diploma) sufficient in addressing the course of study?

80 80 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Course of Study No. A statement of the diploma selection is not descriptive of the course of study. The course of study statement should describe the student s course of study, such as participation in advanced-placement courses for a student pursuing a standard diploma or participation in courses that provide community-based experiences to help the student acquire adult living and employment skills for a student pursuing a special diploma.

81 81 Division of Public Schools (PreK -12) Florida Department of Education Agency Invited If transition services are likely to be provided or paid for by another agency, a representative of the agency was invited to participate in the IEP. 34 CFR (b)(3)

82 82 Division of Public Schools (PreK -12) Florida Department of Education Consent to Invite The district obtained consent from the parent or from the student whose rights have transferred prior to inviting to the IEP team meeting a representative of an agency likely to provide or pay for transition services. 34 CFR (b)(3)

83 83 Division of Public Schools (PreK -12) Florida Department of Education Agency Participation To the extent appropriate and with the consent of the parents or a student who has reached the age of majority, the school district shall invite a representative of any participating agency that may be responsible for providing or paying for transition services Parental consent or the consent of the student who has reached the age of majority must also be obtained before personally identifiable information is released to officials of participating agencies providing or paying for transition services. Rule 6A (3)(c)8., F.A.C.

84 84 Division of Public Schools (PreK -12) Florida Department of Education Clarification on Consent To invite an agency to an IEP meeting, …a separate consent must be obtained from the parents or a child who has reached the age of majority for each IEP Team meeting, conducted in accordance with 34 CFR § (b), before a public agency can invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the meeting. February 6, 2009, Memorandum and OSEP Letter

85 85 Division of Public Schools (PreK -12) Florida Department of Education SPP – 13 … The IEP includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals. 34 CFR (b)

86 86 Division of Public Schools (PreK -12) Florida Department of Education … SPP – 13 The culmination of all components of the IEP for a student who is 16 years old or older must reasonably enable the student to meet his or her postsecondary goals!

87 87 Division of Public Schools (PreK -12) Florida Department of Education Reevaluation and Summary of Performance… Reevaluation is not required for a student before the termination of eligibility due to graduation with a standard diploma or exiting from school upon reaching the students twenty-second (22) birthday. The district must provide the student with a summary of academic achievement and functional performance, which shall include recommendations on how to assist the student in meeting the postsecondary goals. Rule 6A (8)(f), F.A.C.

88 88 Division of Public Schools (PreK -12) Florida Department of Education …Reevaluation and Summary of Performance… Graduation from high school with a standard diploma constitutes a change of placement and requires prior written notice. –Does not require reevaluation Not a change in eligibility Not dismissal from program

89 89 Division of Public Schools (PreK -12) Florida Department of Education …Reevaluation and Summary of Performance Summary of Performance (SOP) –Academic achievement and functional performance –Recommendations on how to assist the student in meeting postsecondary goals

90 90 Division of Public Schools (PreK -12) Florida Department of Education Summary of Performance (SOP) … Required for students exiting school with a Standard Diploma or aging out of program Recommended practice for all students exiting school (e.g., Special Diploma prior to age 22)

91 91 Division of Public Schools (PreK -12) Florida Department of Education … Summary of Performance (SOP) Education or Training/Employment/Independent Living Describes: –Accommodation needs –Assistive technology needs –Support needs –Academic and functional performance summary Transition assessments Report cards, grades, etc.

92 92 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions Summary of Performance … Are districts required to hold an exiting IEP meeting for students who are near graduation?

93 93 Division of Public Schools (PreK -12) Florida Department of Education Frequently Asked Questions … Summary of Performance No. However, districts must complete a Summary of Performance (SOP) for students whose eligibility terminates due to graduation with a standard diploma or exceeding the age of eligibility. The Nationally Ratified Summary of Performance template suggests that the SOP is most useful when linked with the IEP process and the student has the opportunity to actively participate in the development of this document.

94 94 Division of Public Schools (PreK -12) Florida Department of Education Free and Appropriate Public Education (FAPE) Students age 18 through 21 who have not received a standard diploma may continue until their 22nd birthday, or at the discretion of the school district, through the semester or the end of the school year in which they turn 22. Students who have exited school with any type of special diploma, certificate, or GED (not under GED Exit Option) may re-enter at any time prior to their 22nd birthday.

95 95 Division of Public Schools (PreK -12) Florida Department of Education For additional information contact: Sheila Gritz, Program Specialist for Transition Team Leader Indicators 13 and 14 Florida Department of Education Bureau of Exceptional Education and Student Services (850)

96 96 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Questions?


Download ppt "1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Secondary."

Similar presentations


Ads by Google