2. Secondary Transition and the Indicator 13 Process Amanda Green Secondary Transition Coordinator Special Education Planning & Policy Development agreen@doe.mass.eduagreen@doe.mass.edu or 781-338-3368

3. Agenda  The Mission of the ESE  Leveraging Secondary Transition to Achieve the Mission  Unpacking Indicator 13  Data Collection Procedures Massachusetts Department of Elementary and Secondary Education 2

4. 3 The mission of ESE is to strengthen the Commonwealth's public education system so that every student is prepared to succeed in postsecondary education, compete in the global economy, and understand the rights and responsibilities of American citizens, and in so doing, to close all proficiency gaps. ESE Mission

5. MA Definition of College and Career Readiness http://www.mass.edu/library/documents/2013College&CareerReadinessDefinition.pdf Massachusetts Department of Elementary and Secondary Education 4 Being college and career ready means that an individual has the knowledge, skills and experiences necessary for success in postsecondary education and economically viable career pathways in a 21st century economy.

6. Purposes of IDEA …to ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living…. 20 USC §1400(d)(1)(A) Massachusetts Department of Elementary and Secondary Education 5

7. Leveraging Secondary Transition to Achieve the Goal Massachusetts Department of Elementary and Secondary Education 6

8. Disability exists only in the gap between the individual’s personal competence and the demands of the environment. If we can close that gap, disability becomes irrelevant. -- Dr. Michael Wehmeyer, University of Kansas Massachusetts Department of Elementary and Secondary Education 7

9. IDEA 2004 34 CFR 300.43 Transition Services a coordinated set of activities for a child with a disability that is designed to be within a results- oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s 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. Massachusetts Department of Elementary and Secondary Education 8

10. The coordinated set of activities must: be based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes: (i)Instruction; (ii)Related services; (iii)Community experiences; (iv)The development of employment and other post- school adult living objectives; and (v)If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. 34 CFR 300.43 (a)(2) Massachusetts Department of Elementary and Secondary Education 9

11. At Age 14 in Massachusetts Beginning age 14 or sooner if determined appropriate by an individualized education program team, school age children with disabilities shall be entitled to transition services and measurable postsecondary goals, as provided under the federal Individual with Disabilities Education Act, 20 USC sec. 1400, et sec. M.G.L. c. 71B, § 2, as amended by Chapter 285 of the Acts of 2008 Technical Assistance Advisory SPED 2009-1: Transition Planning to Begin at Age 14 (www.doe.mass.edu/sped/advisories/09_1ta.html)www.doe.mass.edu/sped/advisories/09_1ta.html Massachusetts Department of Elementary and Secondary Education 10

12. 11 Unpacking Indicator 13

13. What are Indicators? IDEA Part B indicators are one of the ways in which states measure and report their performance and compliance in educating students with disabilities. The Massachusetts State Performance Plan/Annual Performance Report (SPP/APR) responds directly to the 17 indicators identified by the federal Office of Special Education Programs (OSEP), and includes baseline data, targets, and discussion of activities for each indicator. http://www.doe.mass.edu/sped/spp/ Massachusetts Department of Elementary and Secondary Education 12

14. Indicator 13 is a “compliance indicator.” Therefore the target for this indicator is 100 percent. Massachusetts Department of Elementary and Secondary Education 13

15. Measurement for Indicator 13 “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” Massachusetts Department of Elementary and Secondary Education 14

16. Massachusetts Department of Elementary and Secondary Education 15

17. Q1 & 2: a completed Transition Planning Form (28M/9) in the student’s file Massachusetts Department of Elementary and Secondary Education 16

18. Q3, 3a, 3b:  Appropriate Measurable Postsecondary Goals  that are annually updated  that are based upon an age appropriate transition assessment Massachusetts Department of Elementary and Secondary Education 17

19. Student Vision = Postsecondary Goals  Postsecondary Goals = goals that a student hopes to achieve after leaving secondary school (i.e., high school).  A truly individualized process uses postsecondary goals as the foundation for the development of the IEP. Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process, www.doe.mass.edu/sped/advisories/13_1ta.html www.doe.mass.edu/sped/advisories/13_1ta.html Massachusetts Department of Elementary and Secondary Education 18

20. How Many? What Kind? Massachusetts Department of Elementary and Secondary Education 19 Each student's TPF and IEP vision statement should explicitly include at least*: 1.One measurable postsecondary goal in the area of education/ training; 2.One measurable postsecondary goal in the area of employment; 3.If appropriate, one measurable postsecondary goal in the area of independent living. *34 CFR 300.320(b)(1)

21. Examples of Postsecondary Goals http://www.doe.mass.edu/sped/advisories/goals-example-sheet.pdf http://www.doe.mass.edu/sped/advisories/goals-example-sheet.pdf Education/Training Following high school, Gabriel intends to pursue a bachelor’s degree at a four year college. After graduating from high school, Pilar wants to enroll in a 6-month training course for computer repair at the Acme Computer Technical Institute. Employment Following exit from the district’s Success Program, Thana wants to work part-time in a daycare center. After graduating from high school, I want to get a job in a business in my local area. Independent Living Following high school, Mei plans to live with her parents and continue to take part in community activities like bowling, going to church, and visiting family and friends. Vicki intends to live with a roommate in an apartment after graduating from high school. Massachusetts Department of Elementary and Secondary Education 20

22. Q3 & 3a Massachusetts Department of Elementary and Secondary Education 21

23. Massachusetts Department of Elementary and Secondary Education 22 Age Appropriate Transition Assessment

24. What Are Transition Assessments? An ongoing process of collecting data on the individual's needs, strengths, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Formal and informal 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 IEP. -- Adapted from Sitlington, Neubert, & LeConte, 1997; p. 70-71 Massachusetts Department of Elementary and Secondary Education 23

25. Why Transition Assessments? They are required by the Individuals with Disabilities Education Act (IDEA) * for students of transition age, very much in the same way that assessments are integral to the special education process for students who are younger. * 34 CFR 300.320(b)(1) &(2) Massachusetts Department of Elementary and Secondary Education 24

26. Massachusetts Department of Elementary and Secondary Education 25 Why Transition Assessments? The IEP must include: Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and the transition services (including courses of study) needed to assist the child in reaching those goals. 34 CFR 300.320(b)(1) &(2)

27. What do they help us to do? Massachusetts Department of Elementary and Secondary Education 26  Discern the student’s vision  Understand the student’s needs, strengths, preferences, interests  Measure the student’s current performance and progress towards the development of skills

28. the student's  postsecondary goals  transition assessments  annual IEP goals, and  transition services. Massachusetts Department of Elementary and Secondary Education 27 Any reader of an IEP for a student aged 14-22 should be able to see a clear linkage between… Annual IEP Goals Transition Services

29. A Whole-School Perspective Transition assessment is often part of typical school routine. Transition assessment can be conducted through special education, but key transition- related assessment data can also be garnered through routine whole-school programming. Massachusetts Department of Elementary and Secondary Education 28 MA Transition Assessments Example Sheet: http://www.doe.mass.edu/sped/advisories/transition-assessments-example- sheet.pdf http://www.doe.mass.edu/sped/advisories/transition-assessments-example- sheet.pdf

30. A Transition Frame of Mind Any assessment that is conducted when a student on an IEP is aged 14-22 can be viewed as a transition assessment, because it affords information which can be utilized to discern the student’s vision; understand the student’s needs, strengths, preference, and interests; and measure progress towards the acquisition of skills. 29

31. An Individualized, Question-Driven Process The number and type of assessments which are appropriate to conduct for each student is determined by the number and type of questions about the student for which answers are needed. Massachusetts Department of Elementary and Secondary Education 30

32. What Questions Need to be Considered?  Who is the student? (i.e., what are the student’s needs and strengths)  Who does the student want to be, or what does the student want to do? (i.e., what are the student’s preferences and interests)  What is the fit between the student and the requirements of the educational, employment, and living environments into which the student plans to move when he or she exits high school? Massachusetts Department of Elementary and Secondary Education 31

33. Types of Transition Assessments  Formative  Summative  Informal  Formal Massachusetts Department of Elementary and Secondary Education 32

34. Assessment Data Can Be Collected: An Ongoing Process Over Time Massachusetts Department of Elementary and Secondary Education 33  Across multiple settings  School (both academic and “life of the school”)  Home  Community  Workplace  Employers  Coaches  Agency personnel  Etc.  From a variety of people who know the student well,  The student  Families  Teachers  Friends

35. Q3b Massachusetts Department of Elementary and Secondary Education 34

36. Massachusetts Department of Elementary and Secondary Education 35 Q4: Transition services, including course of study, that will reasonably enable the student to meet those postsecondary goals.

37. IDEA 2004 34 CFR 300.43 Transition Services a coordinated set of activities for a child with a disability that is designed to be within a results- oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s 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. Massachusetts Department of Elementary and Secondary Education 36

38. The coordinated set of activities must: be based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes: (i)Instruction; (ii)Related services; (iii)Community experiences; (iv)The development of employment and other post- school adult living objectives; and (v)If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. 34 CFR 300.43 (a)(2) Massachusetts Department of Elementary and Secondary Education 37

39. Course of Study Documentation  IEP  Service Delivery  Additional Information  Student Transcript  Student Current Schedule Massachusetts Department of Elementary and Secondary Education 38

40. Q5: Measurable annual skill-based IEP goals related to the student’s transition services needs Massachusetts Department of Elementary and Secondary Education 39

41.  Annual IEP goals for students 14 or older are developed from two streams of information: (a) the student's postsecondary goals (b) the student's disability-related needs  What skills and strengths will the student need to acquire in order to achieve his/her desired postsecondary outcomes? Massachusetts Department of Elementary and Secondary Education 40

42. Massachusetts Department of Elementary and Secondary Education 41 Q6: Is there evidence that the student was invited to the IEP Team meeting where transition services are to be discussed?

43. § 300.321 IEP Team (1) In accordance with paragraph (a)(7) of this section, the public agency must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under § 300.320(b). (2) If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered. Massachusetts Department of Elementary and Secondary Education 42

44. Massachusetts Department of Elementary and Secondary Education 43 Q7: If appropriate, was a representative of any participating agency invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?

45. Massachusetts Department of Elementary and Secondary Education 44 Data Collection Procedures

46. Who should collect the data for your district?  Someone who understands the Transition process.  Someone who understands how to complete the data collection checklist and has read the accompanying documents.  Someone who is familiar with student files.  Someone who is familiar with individual students in the sample (this is helpful but not essential). Massachusetts Department of Elementary and Secondary Education 45

47. Data Collection for Indicator 13  Emailed to you:  Instructions  Key to Terms and Phrases Used in the SPP/APR Indicator 13 Measurement  Examples of postsecondary goals and skill-based IEP goals.  List of Transition assessment examples.  Requirements for Indicator 13 documentation  Technical Assistance Advisories 2013-1 and 2014-4  On the ESE Security Portal:  The Indicator 13 SMARTFORM Massachusetts Department of Elementary and Secondary Education 46

48. Which students’ data will be reviewed?  Using the Massachusetts Postsecondary Transition Planning Checklist for Indicator 13, your district will analyze 30 student records that reasonably represent a cross-section of disabilities, ages, and special education placements for evidence of appropriate secondary transition planning.  In order to ensure a representative sample of students, you should randomly select records for students who have a variety of disabilities and levels of need and who are educated in a variety of settings ranging from full inclusion to out-of-district placements. Your district will review the records of 10 students who are aged 14/15 and 20 students who are aged 16-22.  Districts with 30 or fewer students are required to review all transition records.  Boston Public Schools is required to review the records of 40 students, 15 who are aged 14/15 and 25 who are aged 16-22. Massachusetts Department of Elementary and Secondary Education 47

49. The Indicator 13 SMARTFORM This Excel workbook will allow you to:  enter the results of your Indicator 13 file review  self-assess the degree to which your district meets Indicator 13 requirements  if necessary, correct any data entry errors  if necessary, create a Proposed Transition Action Plan Massachusetts Department of Elementary and Secondary Education 48

50. The ESE Security Portal Massachusetts Department of Elementary and Secondary Education 49

51. Directions Tab Massachusetts Department of Elementary and Secondary Education 50

52. Input Form Tab Massachusetts Department of Elementary and Secondary Education 51

53. Student Data Tab Massachusetts Department of Elementary and Secondary Education 52

54. Self-Assessment Results Tab Massachusetts Department of Elementary and Secondary Education 53

55. Self-Assessment Results Tab: Meets Requirements Massachusetts Department of Elementary and Secondary Education 54

56. Self-Assessment Results Tab: Does Not Meet Requirements Massachusetts Department of Elementary and Secondary Education 55

57. Proposed Transition Action Plan Tab Massachusetts Department of Elementary and Secondary Education 56

58. When should the data and – if necessary – Proposed Transition Action Plan be submitted? Districts should upload their completed SMARTFORMS to the ESE Security Portal on a rolling basis from September until April. Massachusetts Department of Elementary and Secondary Education 57

59. What happens after you submit your data?  If your data meets the requirements of Indicator 13, no further Indicator 13 work will be required. You will be asked to complete a survey to evaluate the process.  If your data uncovers areas of concern with the requirements of Indicator 13, the ESE will contact you to discuss and approve your Proposed Transition Action Plan.  The outcome of your district’s Indicator 13 self- assessment and any necessary follow-up activities will be used to determine your district’s compliance with the requirements of Indicator 13. Massachusetts Department of Elementary and Secondary Education 58

60. A Reminder The Indicator 13 review seeks to ensure that your students enjoy compliant transition planning and services -- those that conform to the requirements of state and federal law. Districts utilizing best practices in secondary transition will easily demonstrate 100% compliance with the reporting requirements of Indicator 13. Massachusetts Department of Elementary and Secondary Education 59

61. Need help? Please contact: Amanda Green Secondary Transition Coordinator Special Education Planning & Policy Development 781-338-3368 agreen@doe.mass.edu Massachusetts Department of Elementary and Secondary Education 60