Specific Components of the IEP Checklist

Specific Components of the IEP Checklist
5/3/2018 Indicator 13 Specific Components of the IEP Checklist ©MDE-Bureau of District Support

©MDE-Bureau of District Support
FYI Note from MDE 5/3/2018 This event is being funded with State and/or Federal funds and is being provided for employees of school districts, employees of the Mississippi Department of Education and Department contractors. Miss. Const. Art. 4, Section 66 prohibits governing authorities from making donations. According to the Mississippi Attorney General, once the Federal funds are turned over to the State, the rules for the expenditure of State funds apply. Based on Mississippi law, this event is not being provided for third party vendors or external providers. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support ©MDE-Bureau of District Support

State Board of Education
5/3/2018 Vision _________________________________ To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission _______________________________ To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

State Board of Education Goals 5-Year Strategies Plan for 2016-2020
All Students Proficient and Showing Growth in All Assessed Areas Every Student Graduates High School and is Ready for College and Career Every Child Has Access to a High-Quality Early Childhood Program Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data System to Improve Student Outcomes SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Alignment of Training to Strategic Plan
5/3/2018 This training is designed to provide participants with information regarding transitional supports for children with disabilities and best practices related to implementation of State Board Policy This training provides support to public agencies in the implementation of transitional activities for students with disabilities in an effort to (a) facilitate academic growth for all students and (b) effectively train teachers and leaders in the areas of Transition and the IEP. The use of these strategies are aligned to the Mississippi Department of Education (MDE) Strategic Plan. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support ©MDE-Bureau of District Support

Teacher Listserv 5/3/2018 The OSE has a teacher listserv available for special education teachers. The purpose of the listserv will be to inform special education teachers of upcoming trainings, upcoming webinars, and other resources provided by MDE. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support ©MDE-Bureau of District Support

Teacher Listserv SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

IDEA Requirements Indicator 13 requires that every student with an IEP aged 16+ (no later than age 14 in MS) has a detailed transition plan that includes the following: Appropriate, measurable, postsecondary goals based on age-appropriate transition assessments; Transition services plan that will enable the student to meet his or her postsecondary goals; Annual IEP goals related to the student's transition services needs; and A focus on education or training, employment, and, as needed, independent living skills (including community participation). SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Mississippi Requirements
Transition planning begins no later than age 14! SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Christopher Christopher is a 9th grade student, participating in the general education curriculum with accommodations and modifications as well as inclusion and tutorial supports. He is on track to receive a Standard High School Diploma. He is functioning significantly below grade level. His last formative assessment indicated that he was reading at a 2nd grade level. He is hard working, but is very introverted. He has no behavioral issues. He has an SLD ruling. He is 17, and has been retained twice. He would like to go to the military or law enforcement. He has very involved parents. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Christopher’s Transition Goals
Education: “Upon high school graduation, Christopher will attend Military Police Academy.” Employment: “Upon high school graduation, Christopher will obtain employment with the Jackson Police Department.” Independent Living: “Upon high school graduation, Christopher will be living on campus and learning to navigate himself to class each day.” SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Is Transition Indicated? Yes or No?
1. Are there appropriate measurable postsecondary goals in the areas of training, education, employment, and, where appropriate, independent living skills? Can the goals be counted? Will the goals occur after the student graduates from school? Based on the information available about this student, do the postsecondary goals seem appropriate for this student? If yes to all three guiding questions, then count as Y OR if a postsecondary goal is not stated, count as N. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Evidence The postsecondary goal should be based on current assessment for Education/Training, Employment, and Independent Living OR an evidence based statement that the area was addressed by the IEP Committee. Determine if the goal(s) occur after the student graduates from school. Address all postsecondary goals in the PLAAFP. For any area for which a goal is NOT selected, indicate in the PLAAFP the reason. When stating the student is “Independent” in the area of “Independent Living”, address the following three areas: Residential Accessing the Community Recreation/Leisure activities *Remember to include parent input on the areas of independence. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Annually Updated Goals
Are the postsecondary goals updated annually? Were the postsecondary goals addressed/ updated in conjunction with the development of the current IEP? If yes, then count as Y OR if the postsecondary goals were not updated with the current IEP, count as N. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Evidence Typically, IEPs from the past 3 years are compared to show that the student’s postsecondary goals have been updated annually based on the assessments. Date and name assessments. Compare previous year’s postsecondary goals to currents goals. Give an update of Services and Activities from the previous year. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Age Appropriate Assessments
3. Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessment(s)? Is the use of transition assessment(s) for the postsecondary goals mentioned in the IEP or evident in the student’s file? If yes, then count as Y OR if no, then count as N. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Evidence Most assessment sites will indicate age and the grade level most appropriate. Compile information from a variety of formal and informal sources and types. Assessment data needs to be gathered over time, not at the IEP meeting. Assessment data needs to be CLARIFIED and INTERPRETED. Include results from the Transition assessments on the PLAFFP. *If a student will be completing a formal assessment after IEP is written, include results in the PLAAFP by revising/amending IEP or including in the next IEP. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Transition “Services”
4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals? Do the transition services listed in the student’s IEP that the student needs to reach the postsecondary goals include, as needed, instruction, related service(s), community experience, development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation If yes, then count as Y OR if no, then count as N. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Evidence The “Services” provided/indicated should be those that will help the student move closer to the postsecondary goal. There should be at least ONE ACTIVITY (based on need/deficit). Think of these as “once and done” types of activities/services. List all activities that support Independent Living to reflect community living, how the individual will access his/her community. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Course of Study 5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals? Do the transition services include courses of study that align with the student’s postsecondary goals? If yes, then count as Y OR if no, then count as N. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Evidence List courses by name. Courses should include a multi-year plan. Do not list courses for only one year. English II ---- English III ---- English IV English III --- Employment English IV (perhaps a student changes tracks) Functional Reading (SCD modified curriculum) Culinary Arts II, etc. Courses listed need to be aligned with the student’s identified postsecondary goals. If the student’s schedule changes for any reason, indicate the change at the beginning of the year (for an end of the year IEP). SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Annual IEP Goals 6. Is (are) there annual IEP goal(s) related to the student’s transition services needs? Is (are) an annual goal(s) included in the IEP that is/are related to the student’s transition services needs? If yes, then count as Y OR if no, then count as N. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Evidence All measurable Annual Goals must relate directly to the student’s postsecondary Transition goal. The Annual Goal MUST contain: C – Condition N – Name B – Clearly defined Behavior C – Performance Criteria (Level of Performance {How well?}, Mastery {Number of times needed – how consistently should it happen}, and Evaluation Schedule {How often will you assess? “8 out of 10 on 3 consecutive bi-weekly trials”}. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Student Invitation 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? For the current year, is there documented evidence in the IEP or cumulative folder that the student was invited to attend the IEP Team meeting, (e.g. a letter inviting the student to the meeting)? If yes, then count as Y OR if no, then count as N. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Evidence Although the same format CAN be utilized for both parent and student, TWO SEPARATE DOCUMENTS MUST BE CREATED AND PROVIDED. The student should have their own invitation that contains their signature. If a student is unable to sign for themselves, allow a parent to sign in lieu of. Be sure to check the box on the IEP indicating that the student was invited. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Interagency Linkages 8. If appropriate, is there evidence that 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? For the current year, is there evidence in the IEP that representatives of any of the following agencies/services were invited to participate in the IEP development including but not limited to: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for the postsecondary goals? Was prior consent obtained from the parent (or student who has reached the age of majority)? If yes to both, then count as Y. If no invitation is evident and a participating agency is likely to be responsible for providing or paying for transition services and there was consent to invite them to the IEP meeting, then count as N. If it is too early to determine if the student will need outside agency involvement, or no agency is likely to provide or pay for transition services, count as Y. If parent or individual student consent (when appropriate) was not provided, count as Y. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Evidence Think about any representatives of any agencies that would be critical in the continued growth of the student. Mental Health Agencies Vocational Rehabilitation WIN Job Centers Social Security Administration You are not required to have linkages, but encouraged. Clarify if payment for services is required. Be sure to have documented permission from the parent, with reference to linkage. SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Contact Information Candice Kelly, Ed.S. Transition Specialist Office of Special Education (601) SPED Directors Training Indicator 13 ©MDE-Bureau of District Support

Specific Components of the IEP Checklist

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