Postsecondary Transition Plan (PTP) Effective Practices

Indicator 13 Compliance 1: Student Invite 2: Measurable Postsecondary Goals 3: Age-Appropriate Transition Assessment 4: Transition Services 5: Coordination of Outside Agencies 6: Course of Study 7: Annual Goals

PTP Application These web browsers will catch mispelled words as you enter infomatio.

District Security Overview District Users Roles 1. District User 2.Super User3. Director/Designee PTP Application Administrator Director of Spec EdSpec Ed Secretary District Security Administrator (DSA) SuperintendantDirector of IT

PTP District Roles Director/Designee has the ability to enter student data, lock completed records, unlock completed records, submit records for DPI review, transfer student records between schools, match WSNs to students Super User has the ability to enter student data, lock completed records, unlock completed records, submit records for DPI review District User has the ability to enter student data, lock completed records.

Indicator 13 Webpage

DPI’s Indicator 13 Webpage 2 3

WAMS

Parent and Youth Resource What is the new PTP application? How will this application be used during an IEP meeting to create a transition plan? Will the completed PTP look the same as the prior transition services form? How can you be an integral part of the transition planning process?

Career Clusters/Pathways

Create a PTP Create initial student PTP record Transfer from another district Student over 14 is initially identified for special education

Finish a PTP Complete draft records Complete any records that have not yet been locked

Revise a PTP Review/Revise: Midyear with a meeting Midyear without a meeting Conduct annual IEP Generates a copy of previously submitted PTP record This option is only available to records that have been locked and submitted to DPI.

Reports If you need to access a record after locked or submitted

Feedback Provide DPI with specific details on any errors or complications you experience. Exit PTP application

Complete prior to the IEP Meeting Login and search for student Complete age appropriate transition assessment Invite student Obtain written consent and invite outside agency if appropriate

Can’t find the student? 1 st : Widen your search criteria Then, contact your director/designee Test District

Step and Question #’s Important to note that the PTP is an adaptive application - as you answer questions it adapts to how you answer – hence potentially skipping steps/questions

Follow Along Go to

Step 4: Student Invite Test District

Before the Meeting: Meet with the student to discuss preferences and interests regarding life after high school. Includes age appropriate transition assessment Who does the student want involved in the meeting (regular ed. teacher, classmate, counselor, etc.) Use the Transition Action Guide (TAG) IEP preparation tips for students

Example of A Student-Directed Invitation Please come to my IEP meeting and share your ideas. Date: Wednesday, October 23rd Time: 2:30 p.m. Place: Meeting Room 4 Signed, Your name P.S. If you cannot attend this meeting, please let me know when we can meet to talk about my IEP. Thank you. From "A Student's Guide to the IEP" from NICHCY"A Student's Guide to the IEP"

A Reminder for Participants Just to Remind You... I'm looking forward to seeing you at my IEP meeting. Wednesday, October 23rd 2:30 p.m. Meeting Room 4 Signed, Your name

Date: Dear (Student’s Name): You are invited to attend a meeting to review and revise your individualized education program (IEP). Some of the activities of this meeting will be to discuss; 1) your strengths, interests and preferences; 2) the courses, related strategies and transition services that will help you to develop and achieve your goals for the future; and 3) the other agencies that may provide help to you both now and in the future to live a successful adult life. The meeting is scheduled for: Date: Time: Location: The following individuals will be attending the meeting: _____ School psychologist _____ Learning disabilities/teacher consultant _____ School social worker _____ Special education teacher _____ General education teacher _____ Related services provider _____ Other school personnel: _________________________________________ _____ Representatives from the following outside agency or agencies: _____________________________________________________________________ Your participation in this meeting is important. Please make arrangements to attend. If you have any questions or would like help in preparing for this meeting, please contact me at (phone). Sincerely, (Name) (Title)

Other Invitation Ideas Invitation s E-vites (Yahoo is one site that allows users to develop electronic invitations with music) Incorporate school logo or other graphics that are personalized to the student.

Step 6: Obtaining Student Preferences and Interests Test District

Example of Preferences and Interests Statement David indicated that he enjoys working outside and using his hands. He is good at planting his family garden and keeping up with the yard work. David has a part time job with a local landscaper during his summer vacations. David would like to do on the job training after high school in the area of landscaping.

Step 6: Question 9 Learn More

Step 7: Age-Appropriate Transition Assessment Test District

Example of Transition Assessment Results Summary On 8/31/2012, David completed the "Who am I?" Self-Determination questionnaire. David indicated that he enjoys working outside and using his hands. He is good at planting his family garden and keeping up with the yard work. David has a part time job with a local landscaper during his summer vacations. David would like to do on the job training after high school in the area of landscaping. When interviewed, David’s mother shared that he relies on his family to complete tasks such as bathing, dressing, and making simple meals. David is able to read simple sentences but struggles to comprehend directions that involve more than two steps. David is able to read a visual schedule and can follow visual cues when working outside. David can complete simple math problems and understands how to measure up three feet apart using a yardstick.

Step 7: Question 10 Learn More

WSTI Transition Assessment Resource List A list of free and for-cost assessment tools for different areas of transition. Some are web-based. Assessments listed cover Vocational Assessment, Vocational Exploration, Multiple Intelligences and Learning Styles, and Life Skills NOT all-inclusive--just a sample of what's available.

WI Transition Assessment Guide Compiled by WSTI and stakeholder groups including DVR, DHS, other agencies, and special educators Updated last year to improve usability by teachers Columns in guide lead teachers to compiling a comprehensive assessment

NSTTAC Transition Assessment Toolkit assessment-toolkit Downloadable guide Includes examples of assessment for a variety of areas Includes data sheet and task analysis examples Includes timeline for transition assessment

Assessment Resources Opening Doors to Employment ~ Take Stock in Your Skills (p ) Opening Doors to Self-Determination Skills ~ Knowing Yourself (p ) ~ Acting on Your Goals (p ) ~ My Personal Profile (p ) "Who Am I?" Self-Determination Questionnaire

Step 8: Postsecondary Goal Education/Training

Step 8: Question 11 Learn More

Tips to Remember---Effective Practice — —The goals should guide the IEP team in designing a relevant course of study, transition services, annual goals, coordination with agencies, etc. Discuss further with the student to address postsecondary plans that may not seem "realistic."

Examples of Education/Training Goals —Minimum Compliance: After high school, Hector will attend a 4-year college or university and earn an undergraduate degree. Enter in the box below additional information, if any, the IEP Team may want to include, —Hector will enroll full time in the video game design and development program at UW Stout. Minimum Compliance: —After high school, Alice will receive on-the-job training. Enter in the box below additional information, if any, the IEP Team may want to include, —Alice’s on-the-job training will include blowing up balloons at the Nelson Family Restaurant.

Step 9: Postsecondary Goal for Employment Test District

PTP: Career Clusters and Pathways Use this great document to discuss with students which Career Cluster and Pathway fits their future goals. Career Clusters 101 Module OSEP Letter DPI Summary summary.pdf

Why use WI Career Pathways? Connect education and workforce/economic development Transition from high school to adult life High skill, high demand, and high wage careers Emphasize further education Implementation guide and programs of study Career Prep Coordinators

Step 9: Question 12 Learn More

Examples of Postsecondary Measurable Goals Resource After completing or obtaining postsecondary education or training, David will be employed in the field of Agriculture – Plant Systems. Enter in the box below additional information, if any, the IEP team may want included David is interested in selling fertilizer and seeds to farmers. After completing or obtaining postsecondary education or training, Ana will be employed in the field of Art - Painting. Enter in the box below additional information, if any, the IEP team may want included Ana will start her own small business to sell her paintings. Examples of Employment Goals

Step 10: Postsecondary Goal Independent Living Test District

Step 10: Question 13 Learn More

Independent Living Goals What are your strategies or guidelines for determining if an independent living goal is needed?

Things to Think About 1. Are the student's goals for independent living the same as non- disabled peers? 2. Does the student require more intervention than a non-disabled peer would to prepare for those independent living goals? If yes, a measurable postsecondary goal is necessary, along with transition services in this area. If no, a measurable postsecondary goal for independent living is not necessary. It is the IEP team’s decision to include a measurable postsecondary goal for independent living.

Step 11: Independent Living Goal Test District

Examples of Independent Living Goals Compliance Example: After high school, Alice will live in a group home. Effective Practice Example: After high school, Alice will live in a group home where she will work on increasing her independence preparing for work each day, meal preparation, dressing and personal care skills.

Step 12: Annual Goal(s) Test District

Step 12: Question 15 Learn More

Making the Link Measurable Postsecondary Goals Academic and functional skills Student’s current skill set Ongoing transition, academic, and behavioral assessments. Develop annual goals —

Relevant Annual Goal Examples Kate will complete her homework and in-class tasks 4 out of 5 times with less than 2 adult prompts per task. Adam will improve his time management skills as evidenced by using his student planner to organize his assignments and after school responsibilities with less than 2 adult prompts per day. Alice will improve her reading comprehension skills as evidenced by reading instructional texts and following directions with 90% accuracy.

NSTTAC Resources examples-and-nonexamples-sppapr-indicator- 13-checklist-overview

Step 13: Transition Services Test District

Step 13: Question 16 Learn More

Effective Practices in Determining Transition Services Long range planning Transition Services Document Transition Planning Worksheet School Counselor WI Career Pathways "My Next Move" button Responsible Party Not Applicable

Example of Long Range Planning CategoryTransition Service School YearResponsible Acquisition of Daily Living Skills Demonstrate ability to communicate personal information Student, Family, School Acquisition of Daily Living Skills Prepare and serve foods which require cooking Student and Family Acquisition of Daily Living Skills Contact a DHS case manager to placed on the residential service waiting list Student, Family, and DHS Acquisition of Daily Living Skills Manage daily time schedule and appointments Student, Family, School

Example of Long Range Planning CategoryTransition Service School YearResponsible Community Experiences Demonstrate ability to safely cross streets including those with traffic lights Student, School, and Family Community Experiences Investigate volunteer experiences and participate in one Student and Family Community Experiences Obtain a state ID Student and Family Community Experiences Identify activities of choice to do with family members or friends Student and Family

Examples of Long Range Planning CategoryTransition Service School YearResponsible Employment and Supported Employment Practice explaining disability and needed accommodations Student, Family, and School Employment and Supported Employment Identify work-related strengths and skills Student, School, and Family Employment and Supported Employment Complete the online application for DVR and Complete a job shadow experience Student, School, DVR Employment and Supported Employment Practice interviewing skills Student and School

Examples of Long Range Planning CategoryTransition Service School YearResponsible InstructionPractice self- advocacy skills in the school setting Student and School InstructionDemonstrate money skills Student and School InstructionEnroll in an independent living course Student and School InstructionEnroll in a work- based experience Student, Family, School, and DVR

Examples of Long Range Planning CategoryTransition Service School YearResponsible Functional Vocational Evaluation Complete non- verbal picture career interest inventory Student and School Functional Vocational Evaluation Team decided this category was not applicable for this school year NA Functional Vocational Evaluation Complete an intensive, off-site functional vocational evaluation Student, Family, and DVR Functional Vocational Evaluation Produce observable work samples Student, School, DVR

Examples of Long Range Planning CategoryTransition Service School YearResponsible Other Post School Adult Living Objectives Learn about expectations for appropriate behaviors in public Student, Family, and School Other Post School Adult Living Objectives Communicate strengths, interests, and preferences Student, Family, and School Other Post School Adult Living Objectives Open a bank account and manage finances with supports Student and Family Other Post School Adult Living Objectives Register for selective service and learn about public service obligations and opportunities Student, Family, and School

Examples of Long Range Planning CategoryTransition Service School YearResponsible Related ServicesTeam decided this category was not applicable for this school year NA Related ServicesApply for a mentor through a local, non- profit agency Student and Family Related ServicesIdentify and apply to post school providers of related services and funding services Student, Family, and School Related ServicesTeam decided this category was not applicable for this school year NA

Step 14: Outside Agencies Test District

Step 14: Question 17 Learn More

Step 16: Yes Test District

Getting to Know Agencies Updated Transition Action Guide (TAG)Transition Action Guide Opening Doors to Adult Agencies Opening Doors to Adult Agencies Services search on WSTI website by county (formerly transition resource directory) Community Conversation Entitlement vs Eligibility

Effective Practice when Involving Agencies Communicate early and often Learn about eligibility criteria for different agencies Remember to get CONSENT

Step 17: Course of Study Test District

Step 17: Question Learn More

Coursework Completion System (CWCS) Subject areas and associated course offering lists School districts are required to use the CWCS to report data on all courses completed by all students in grades K4-12 to DPI Courses and related codes were derived from the National Center for Education Statistics The system is intended to assist schools with maintaining information about students' coursework in a format that facilitates the exchange of student records

National Career and Technical Education Program of Study Templates Plans of Study Templates can be found in the following areas: Agriculture, Food & Natural Resources Architecture & Construction Arts, Audio/Video Technology & Communications Business, Management & Administration Education & Training Finance Government & Public Administration Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Manufacturing Marketing Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics

Effective Practices in developing a Course of Study Multi-year planning Student transcripts Guidance Counselor Diploma vs Certificate of Completion Work study and/or independent living skills coursework Adapted courses

Example of Multi-Year Planning Course TitleSchool Year American Literature Algebra World History Biology Physical Education Introduction to Art US History British Literature Physical Science Geometry Personal Finance Spanish

Example of Multi-Year Planning Course TitleSchool Year Speech Life Skills Math Botany Social Skills and How to Transition to Adulthood Work Experience US Government Physical Education Spanish Intermediate Art - Pottery Personal Health and Safety Economics Work Experience

Step 18: Transfer of Rights Test District

Step 18: Question 21 Learn More

Step 18: Yes Minimum Compliance: "What You Should Know About Wisconsin Law“ Effective Practice: David was given the booklet "What You Should Know About Wisconsin Law.” A discussion about the rights provided to parents under IDEA explained that these rights are now provided to him as the adult.

Resources for Transfer of Rights "What You Should Know About Wisconsin Law" 54-ONB18.pdf 54-ONB18.pdf All WI State Bar Association printed resources (including guardianship) Booklet from the Civil Rights Division of the Department of Justice Special Education Rights for Parents and Children

Step 19: Student Exit Year Test District

Step 19: Question 22 Learn More

Step 19: Yes

Summary of Performance Effective Practice SoP form: 20final%20may%2010_ doc 20final%20may%2010_ doc

Summary of Academic Achievement Reading, writing, and math Grade level or test score and description of skills Summarize academic achievement in terms of postsecondary goal Statement of Impact that the disability has on functioning in that academic area Necessary accommodations and modifications

Summary of Functional Performance General ability and problem-solving Learning style Communication Social skills and behavior Independent living Self advocacy skills Vocational transition Attention and executive functioning Follow identical process for providing information on these areas.

Recommendations Accommodations Adaptive devices Assistive services Compensatory strategies Support services What accommodations, modifications, supports, agency contacts, etc. are recommended for the student at the postsecondary level?

Student Involvement SUMMARY OF PERFORMANCE: STUDENT PERSPECTIVE A. How does your disability affect your schoolwork and school activities (such as grades, relationships, assignments, projects, communication, time on tests, mobility, extra-curricular activities)? B. In the past, what supports have been tried by teachers or by you to help you succeed in school (aids, adaptive equipment, physical accommodations, other services)? C. What assistive technology do you use? How and when is it used? D. Which of these accommodations, assistive technologies, and supports has worked best for you? Why? E. Which of these accommodations, assistive technologies, and supports have not worked? Why not? F. What are your strengths and needs as you leave high school and begin further learning, working and living?

Follow Through With Student Provide a copy of the SOP and review document with student for understanding Release of information required if teacher shares it on behalf of the student Discuss how, when, and why the SoP should be shared (disability disclosure)disability disclosure Attach disability documentation Discuss confidentiality in connection with disclosure Discuss district policy for retaining records

Questions?

Technical Assistance Contacts Wendi Dawson Pam Jenson CESA 2 Jen Bourget ext CESA 1, 3, 4 Wendi Dawson CESA 5 Nancy Fuhrman Dave Nass ext. 250 CESA 6, 7, 8 Jen Ledin ext. 149 CESA 9, 10, 11, 12 WI Department of Public Instruction Wisconsin Statewide Transition Initiative