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1 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt Transition.

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Presentation on theme: "1 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt Transition."— Presentation transcript:

1 1 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt Transition Basics Revised IDEAs Bright IDEAs Indicator 13Indicator 14

2 2 In transition planning, IEP teams need to take into account the dreams, preferences, and interests of this person.

3 3 The student.

4 4 The student’s age when transition planning must start in Minnesota.

5 5 Beginning no later than the first IEP when the student turns 14 and annually thereafter

6 6 Student involvement in the IEP process is critical. Best practices suggest that the student’s role in the IEP should be...

7 7 The student should attend the IEP and actively participate at the highest level possible. *While IDEA does not require that the student attend his/her IEP meeting, it is essential that the student’s preferences and interests are considered during the IEP planning.

8 8 At the IEP meeting one year prior to the student’s 18 th birthday, the school must notify the students and his/her parents the rights under IDEA will transfer from the parent to the student.

9 9 Age of Majority and the Transfer of Rights

10 10 The IDEA requires educators to focus on more that just a student’s needs. Since 1990, the focus of transition planning has included the student’s preferences and interests. The inclusion of this trait was added with the 2004 amendments.

11 11 A student’s strengths.

12 12 This important piece of transition planning is an “ongoing process of collecting data on the individual’s needs, strengths, preferences, and interests”.

13 13 Age-Appropriate Transition Assessment

14 14 As part of IDEA 2004, IEP teams must develop these goals based on age- appropriate transition assessments and related to education/training, employment, and, where appropriate, independent living skills

15 15 Measurable Postsecondary Goals

16 16 This new provision in IDEA requires schools to provide students and his/her family, as they exit the secondary school, with current and relevant information about their academic achievement and functional performance, including a set of recommendations to help them meet their postsecondary goals.

17 17 Summary of Performance

18 18 This requirement in IDEA 2004 is part of the “Transition Services” and is a multi- year description of coursework from the student’s current to expected exit year needed to achieve the student’s desired postschool goals.

19 19 Courses of Study

20 20 Originally, Minnesota had five transition categories on the IEP (postsecondary education, employment, home living, community participation, recreation/leisure). Now, Minnesota will align with these federal transition categories in IDEA 2004.

21 21 Education/Training, Employment, and, when appropriate, Independent Living

22 22 A student’s postsecondary measurable goal(s) is a goal that the student hopes to achieve after leaving high school, whereas these goals are expected to be achieved in one year’s time.

23 23 Annual IEP Goals

24 24 IDEA 2004 still requires that the IEP team invite outside agencies during these circumstances.

25 25 If there is a chance that the agency will be paying for or providing services* to the student once he/she leaves secondary school. *These services could include: paying for tuition, job coaching, life skills training, and mental health services, among others.

26 26 This is what happens if an outside agency agrees to provide a transition service and the agency does not follow through with the plan on the IEP.

27 27 The school must follow-up and reconvene the IEP meeting to identify alternative strategies to meet the transition objectives for the child set out in the IEP.

28 28 There should be a direct relationship between the student’s PLAAFP, identified needs and what other part of the IEP?

29 29 Annual Goals and Objectives

30 30 This is when graduation planning should begin on the IEP.

31 31 Graduation planning should start at grade 9 and be addressed at each IEP meeting thereafter.

32 32 The first compliance with Indicator 13 is that you need to have these goal(s) that cover education/training, employment, and independent living.

33 33 Measurable Postsecondary Goals: Education/Training (required) Employment (required) Independent Living (where appropriate)

34 34 The second compliance with Indicator 13 is that there is evidence that the Measurable Postsecondary Goals are based on this document.

35 35 Age-Appropriate Transition Assessments

36 36 The third and fourth area of compliance for Indicator 13 is evidence of transition services on the IEP. This requirement is met by having these two sections completed in the IEP.

37 37 Course of Study and Coordinated Set of Activities* * Activities should focus on improving the academic and functional achievement of the student to facilitate the movement from school to postschool. These activities should include a description of what needs to happen, when will it occur, and who is responsible.

38 38 The fifth compliance issue relates to transition services that are likely to be provided or paid for by other agencies. If these services are on the IEP, the school MUST show evidence of what?

39 39 There must be evidence that the participating agency was invited and consent was given for them to attend the IEP meeting.

40 40 The sixth compliance looks at the annual IEP goal(s) and objectives to make sure that they will help the student make progress toward what other goals?

41 41 Measurable Postsecondary Goals

42 42 In an effort to ensure that all states are implementing the requirements of IDEA 2004, this office established 20 indicators that each state is required to address in evaluating their efforts to comply with IDEA 2004.

43 43 U.S. Department of Education’s Office of Special Education Programs (OSEP)

44 44 Indicator 14 collects data on the percent of youth who had IEPs, are no longer in secondary school, and have been doing what within one year of leaving high school?

45 45 Competitively employed, enrolled in some type of postsecondary school, or both.

46 46 Minnesota is required by OSEP to report data for Indicator #14. How are they collecting this data?

47 47 Minnesota conducts a sampling plan* for collecting the data through telephone interviews that occur between April and June. *Each school district will participate in the sampling plan at least once over the next five years and the survey will include all students who are on IEPs who exit the district.

48 48 This is defined as work that is performed on a full or part-time basis in an integrated setting, and for which an individual is compensated at or above the minimum wage and level of benefits paid by the employer for the same or similar work by individuals without disabilities.

49 49 Competitive Employment

50 50 This is defined as participation in a two- or four- year college program, vocational or technical education beyond high school, training programs, or adult basic education, either full- or part-time.

51 51 Postsecondary School Enrollment

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