Employment and Disability Institute MID-STATE TRANSITION SITE Marianne Murphy- Project Coordinator Nancy Hinkley- Project Specialist

SCHOOL DISTRICT SELF-REVIEW MONITORING PROTOCOL- SECONDARY TRANSITION IEP REVIEW FOR STUDENTS WITH DISABILITIES

AGENDA Introductions Material Overview New York State Performance Plan Self – Review Introduction Team Time

10/8/2006 Marianne Murphy Individuals with Disabilities Education Act of 2004 A focus on improving measurable outcomes for students with disabilities

IDEA 2004 Reauthorization includes 20 performance indicators measurable across the USA designed to bring NCLB & IDEA into alignment.

Indicator 12 children referred Indicator 7 preschool children Indicator 8 parent involvement Indicator 13 Secondary Transition Indicator 14 Post Sec. Outcomes Indicator 11 consent to evaluate NEW YORK STATE PERFORMANCE PLAN New York State 6 new data collection areas

State Performance Plan 13 “…requires the State to annually report the percentage of youth aged 15 and above with IEPs that include coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet measurable post-secondary goals.” NYSED 2006

Step by Step Guidance Part A: Team and Sample Selection Part B: Review IEP’s Part C: Tally and Summarize Results Part D: Develop Corrective Plan (if compliance is under 90%)

1/6 of Districts Contribute to the State Transition Data Annually in Rotation School districts with more than 30 students with disabilities aged will review a random selection of a minimum of 30 IEPs. You need to keep documentation for this entire process for 7 years. Part A: Team and Sample Selection

Part B: Review IEP’s School District Self-Review Monitoring Protocol This form serves as a summarizing form and planning worksheet. Individual Student Record Review Form For each IEP the district reviews you will complete one of these forms. Secondary Transition IEP Self-Review Monitoring Report This is a sample of the web based form you will use to report the results of your review to SED

CitationIssueY/NSource of Data/Comments 8 NYCRR § 200.4(d) (4)(i)(c) When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered. 8 NYCRR § 200.4(d) (2)(ix)(a) Under the student ’ s present levels of performance, the IEP includes a statement of the student ’ s needs, taking into account the student ’ s strengths, preferences and interests, as they relate to transition from school to post-school activities. 8 NYCRR § 200.4(d) (2)(ix)(b) The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills. 8 NYCRR § 200.4(d) (2)(iii) Each IEP includes measurable annual goals consistent with the student ’ s needs and abilities, including (if applicable) benchmarks or short-term objectives. 8 NYCRR § 200.4(d) (2)(ix)(c) The IEP includes a statement of the transition service needs of the student that focuses on the student ’ s courses of study. 8 NYCRR § 200.4(d) (2)(v) The IEP indicates the recommended special education program and services to advance appropriately toward meeting the annual goals relating to transition needs. 8 NYCRR § 200.4(d) (2)(ix)(d) The IEP includes needed activities to facilitate the student ’ s movement from school to post-school activities, including: instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation. 8 NYCRR § 200.4(d) (2)(ix)(e) The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post school opportunities, or both, before the student leaves the school setting.

NYS Citation Regulatory wordingWhere to find evidence in the IEP. comments Y/N 8 NYCRR §200.4 (d) (4)(i)(c) When the CSE met to consider transition service needs, the school district invited the student. If the student did not attend, the district ensured that the student's preferences and interests were considered. If the student attended or did not attend the Annual Review, the following need to be present Statements in the PLP’s/MAPS that are clearly attributed to the student as being the source of the information. The Measurable Post Secondary Goals are personal and the result of communication with the student. Statements generated from drop down menus don’t meet that standard. Student listed as attendee at CSE meeting is good but not enough proof of “ownership”. Information in the Comments section may be attributable to the student. Student Participation

Example PLP In completing the Level I assessment, Steve identified himself as a talented writer. Steve displays strong analysis and synthesis skills during the writing process. These skills will serve Steve well in any post-secondary setting and assist him in pursuing a career in Communications or history.

Unacceptable Example Steve enjoys baseball and is on the varsity team. (“Steve stated…”) Teachers report that Steve is an engaging participant to have in class and talented writer and would do well in a job involving communication. (not inappropriate to say, but does not prove that the student’s input was considered)

Steve’s IEP ( page 3 and 4) Present Levels of Performance and Individual Needs 8 NYCRR §200.4(d) (4)(i)(c)

NYS Citation Regulatory wording Where to find evidence in the IEP.Com ments Y/N 8 NYCRR §200.4 (d) (2)(ix)(a) Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post- school activities Present Levels of Performance. Information that describes who the student is now. Statements generated from drop down menus generally don’t meet the above standard. The descriptive information can be from any source. There may be information in the Comments section that is descriptive of the student. Present Levels of Performance

Look For Present Levels of Educational Performance (PLP) should clearly address the transition needs of the student across all four areas to prepare them for living, learning, and working in the community as an adult. Please note: it is important to look at academic and functional performance

Steve’s IEP (Page 3 and 4) Present Levels of Performance and Individual Needs 8 NYCRR §200.4 (d) (2)(ix)(a)

NYS Citation Regulatory wording Where to find evidence in the IEP.Comment s Y/N 8 NYCRR §200.4(d) (2)(ix)(b) The IEP includes appropriate measurable post- secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills. Measurable Post Secondary Goals section of the IEP. (May still read Projected Post School Outcomes.) No more soft wording: hopes to, plans to, etc Statements generated from drop down menus generally don’t meet criteria. Independent Living includes all aspects of life that are not covered by Employment and Education/Training. Measurable (Observable) Post Secondary Goals

Training: Steve’s goal is to train at WXXI in media communications. (training) Education: Steve’s goal is to go to SU Newhouse School of Communication Employment: Steve’s goal is to be a Public Relations representative for a special interest group. (employment) Independent Living Skills (when appropriate): Steve’s goal is to live independently in off- campus housing using public transportation. (independent living) Measurable (Observable) Post Secondary Goals

Unacceptable Training: Does not apply Education: Steve aspires to go to college and be a public relations professional Employment: Steve (wish’s intends (hopes) to work at radio station. Independent Living Skills (when appropriate): Steve’s dreams of living independently in off- campus housing using public transportation. (independent living) Measurable (Observable) Post Secondary Goals

Steve’s IEP (Page 6) Measurable Post Secondary Goals 8 NYCRR §200.4(d) (2)(ix)(b)

8 NYCRR §200.4(d) (2)(iii) Each IEP includes measurable annual goals consistent with the student’s needs and abilities, including (if applicable) benchmarks or short- term objectives. Look in the Annual Goals section of the IEP. Measurable annual goals with criteria, schedule and procedure. The indicated goals should be ones that, as a whole, move the student towards achieving their individual MPSG. NYS Citation Regulatory wording Where to find evidence in the IEP. CommentsY/N Measurable annual goals

Look For Measurable annual goals with criteria, schedule and procedure that incrementally assist the student to achieve his MPSG.

PLEPS or PLOPS – The Foundation PLEPS Services Goals

Annual Goals Indicates what the student is expected to be able to do by the end of the year in which the IEP is in effect Takes the student from his/her present level of performance to a level of performance expected by the end of the year Guides instruction Measures progress Helps determine if the supports and services being provided to the student are appropriate and effective

Steve’s IEP ( Page 7) Measurable Annual Goals 8 NYCRR §200.4(d) (2)(iii)

NYS Citation Regulatory wording Where to find evidence in the IEP.CommentsY/ N 8 NYCRR §200.4 (d) (2)(ix)(c) The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study. PLPs/MAPS may include a discussion on course of study. Coordinated Set of Activities Programs and Services may include information on specific courses or environments the student will be in. Transcript information may indicate the type of diploma and the number of credits earned towards that diploma. Inclusion in general education may contain information about the student’s course of study. Transition Services

Steve’s IEP Transition Programs and Services Present Levels (page 3) Coordinated Set of Activities (page 11) Programs and Services (page 8) 8 NYCRR §200.4(d) (2)(ix)(c)

NYS Citation Regulatory wording Where to find evidence in the IEP.CommentsY/N 8 NYCRR §200.4(d) (2)(v) The IEP indicates the recommended special education program and services to advance appropriately toward meeting the annual goals relating to transition needs. Programs and Services including Program modifications, Accommodations, assistive technology Coordinated Set of Activities (CSA) Comments section Special Education Program and Services

Steve’s IEP (page 9) Special Education Programs and Services 8 NYCRR §200.4(d) (2)(v)

NYS Citation Regulatory wording Where to find evidence in the IEP. CommentsY/N 8 NYCRR §200.4(d) (2)(ix)(d) The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including: instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation. Coordinated Set of Activities. If the generic drop down menu choices are used, it is safe to assume that the activities of the school district are not fully represented. Coordinated Set of Activities

Steve’s IEP (page 11) Coordinated Set of Activities 8 NYCRR §200.4(d) (2)(ix)(d)

NYS Citation Regulatory wording Where to find evidence in the IEP. Com ments Y/N 8 NYCRR §200.4(d) (2)(ix)(e) The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post school opportunities, or both, before the student leaves the school setting. Coordinated Set of activities/ Agency responsible Clear indication and coordination between school district activities and participating agencies – Activities designed to help student incrementally work toward attainment of PSG Participating Agency

Steve’s IEP (page 11 ) 8 NYCRR §200.4(d) (2)(ix)(e) Participating Agency

Connection between: PLPS MPSG Annual goals Programs and services Coordinated Set of Activities (CSA)

PLP: Steve is a good writer; his rate of processing is slower than average. He needs extra time and management strategies to complete assignments. MPSG: Steve’s goal is to attend college to obtain a four year degree in communication Accommodations: Extra time, planner Annual: Given multi-step task over a multi-day timeline, Steve will sequentially breakdown the task and complete the task with 90% accuracy over 5 weeks CSA : Steve will attend a local Explorers Post for Broadcast Journalism

StrengthsNeedsPreferencesInterestsAppropriate Assessment PLPS Transition Needs Measurable Post Secondary Goals Annual Goals Measurable Post Secondary Goals Life after School Results Courses of Instruction Transition Services Last year 11 th Grade 10 th Grade 9 th Grade

Employment and Disability Institute MID-STATE TRANSITION SITE Marianne Murphy- Project Coordinator Nancy Hinkley- Project Specialist