Florida Education: The Next Generation DRAFT

Florida Education: The Next Generation DRAFT
Secondary Transition and Compliance 2009 Florida Department of Education Dr. Eric J. Smith, Commissioner Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 1

Objective To provide a brief overview of secondary transition requirements aligned with Florida’s Compliance Self-Assessment for State Performance Plan (SPP) 13-Secondary Transition Age 16 To provide answers to frequently asked questions related to secondary transition requirements To provide information on key changes to Florida State Board of Education Rules impacting secondary transition requirements

State Board of Education Rules
Florida Statutes and State Board of Education Rules were approved on December 22, 2008. Key changes impacting secondary transition are addressed within this presentation. 3

Definition of Transition Services…
“a coordinated set of activities for a student 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 student with a disability to facilitate the student’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; and… Rule 6A (1)(nn), F.A.C. The language was changed to mirror the IDEA 2004 definition (e.g., results-oriented process, academic and functional achievement).

…Definition of Transition Services…
Is based on the individual student’s needs, taking into account the student’s strengths, preferences and interests; and Includes: a. Instruction; b. Related services; c. Community experiences; d. The development of employment and other post-school adult living objectives; and e. If appropriate, acquisition of daily living skills and the provision of a functional vocational evaluation, and Rule 6A (1)(nn), F.A.C.

…Definition of Transition Services
Transition services for students with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a student with a disability to benefit from special education. Rule 6A (1)(nn), F.A.C.

Notice The notice to the IEP team meeting included a statement that a purpose of the meeting was the consideration of postsecondary goals and transition services, that the student would be invited, and indicated any agency likely to provide or pay for services during the current year that would be invited. 34 CFR (b)(2)

Notice – Ages 14 and 15 Contents of notice for the IEP meeting must indicate that A purpose of the meeting will be identifying transition services needs of the student The student will be invited to attend Rule 6A (3)(b)4., F.A.C. For Transition IEPs developed after December 22, 2008: a purpose of the meeting will be identifying transition services needs of the student (Rule 6A (3)(b)4.) replaces a purpose of the meeting will be the development of a statement of transition services needs

Notice – Age 16 or Older… Contents of notice for the IEP meeting must Indicate that a purpose of the meeting is the consideration of postsecondary goals and transition services for the student Indicate that the student will be invited to attend Identify any other agency that will be invited to send a representative to the meeting Rule 6A (3)(b)5., F.A.C.

…Notice – Age 16 or Older Only those agencies that may provide or pay for needed transition services based on the individual student’s needs must be invited. (Consent is required in order for the LEA to invite agencies.) Others may be invited at parent/district discretion. The decision as whether to invite a particular agency to participate in an IEP meeting is left to the LEA and the parent.

Student Invited The student was invited to the IEP meeting. 34 CFR (b)(1); Rule 6A (3)(c)7., F.A.C. Salutation on the notice that includes the student and the parent or Separate notice to student indicating that the student will be invited to attend

Student’s Strengths, Preferences, Interests…
The student’s strengths, preferences, and interests were taken into account. If the student was unable to attend the meeting, other steps were taken to ensure the student’s preferences and interests were considered. 34 CFR and (b)(2); Rule 6A (3)(c)7., F.A.C.

…Student’s Strengths, Preferences, Interests…
Ages 14 and 15 Strengths, preferences, interests so that transition services needs and postsecondary goals may be identified and in place by age sixteen (16) Ages 16 and older Strengths, preferences, interests of what the student wants in the areas of instruction, related services, community experiences, employment, and post-school adult living

…Student’s Strengths, Preferences, Interests
If the student did not attend the meeting, evidence of student input through other methods (e.g., student or family conferences, interest inventories, career exploration activities, vocational interest and aptitude inventories, situational assessments, and input from other personnel associated with the student)

Student’s Strengths, Preferences, Interests – Documentation
May be documented in the present levels of academic achievement and functional performance section(s) of the IEP or may be included as a separate item

Students 14 and 15 For students 14 and 15, the IEP team shall
Begin the process of identifying transition services needs so that needed postsecondary goals may be identified and in place by age sixteen (16) Develop a statement of whether the student is pursuing a course of study leading to a standard or a special diploma Rule 6A (3)(h)8. and 9., F.A.C. Recommended Practice: Consider the need for instruction in the area of self-determination. For Transition IEPs developed for students ages 14 and 15 after December 22, 2008, the following is required: “In order to ensure quality transition planning and services, IEP Teams shall begin the process of identifying transition services needs of students with disabilities beginning no later than age fourteen (14), so that needed postsecondary goals may be identified and in place by age sixteen (16).”

Transition Services Needs and Course(s) of Study
A statement of whether the student is pursuing a course of study leading to a standard or special diploma, such as participation in advanced placement courses or a career and technical education program, is incorporated into the Transition IEP.

Self-Determination: Recommended at Ages 14 and 15/Required for Ages 16 and Older
Consideration of the need for instruction in self-determination must be addressed in the transition components through goals, short-term objectives, benchmarks, or through services on the IEP. For Transition IEPs developed after December 22, 2008, the requirement for instruction or information in the area of self-determination was moved from age 14 to age 16. However, it is a good practice to continue implementing self-determination instruction at age 14. Doing so will help satisfy the requirement to identify transition services needs, which is required at age 14, so that needed postsecondary goals may be identified and in place by age 16.

What Some Districts Are Doing…
Example 1 Identifying the student’s priority educational need (e.g., self-advocacy skills, goal setting, decision making, etc.) Developing relevant measurable annual goals in the Transition IEP to address the need

…What Some Districts Are Doing
Example 2 Adding a line to the Transition IEP to note how instruction will be provided and/or information disseminated Including samples of the student’s completed activities (e.g., Standing Up for Me worksheets) in the student’s portfolio Districts have flexibility in addressing self-determination within the Transition IEP.

Diploma Selection Beginning in eighth grade, or during the school year in which the student turns 14, whichever is sooner, the IEP must include a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma. Rule 6A (3)(h)8., F.A.C.

Reconvene If a participating agency responsible for transition services, other than the school district, fails to provide the transition services described in the IEP, the school district shall reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the student set out in the IEP. 34 CFR (c)(1); Rule 6A (3)(h)9.c., F.A.C. Recommended Practice: Identify an IEP team member or designee to follow-up with agencies and verify the provision of services by other agencies However, this does not relieve any participating agency, including Division of Vocational Rehabilitation Services, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency.” The requirement to identify an IEP team member or designee to follow-up with agencies and verify the provision of services was removed from State Board of Education Rules in December However, this remains a recommended practice.

Transfer of Rights – Informed at Age 17
The Transition IEP for a 17-year-old includes a statement that the student has been informed of the rights that will transfer at age 18. 34 CFR (c); 34 CFR (a)(1); Rule 6A (3)(h)10., F.A.C. At least one year prior to the student’s 18th birthday, the student must be informed of the rights that will transfer. Is there documentation on the IEP that the student has been informed?

Transfer of Rights – Notice at Age 18
A separate and distinct notice of the transfer of rights was provided closer to the time of the student’s 18th birthday. 34 CFR (c); (a)(1) Closer to the time of the student’s 18th birthday there must be a separate and distinct notice to the parent and student informing them of the transfer of rights. Is there documentation/evidence that the student and parent were informed of the transfer of rights?

Measurable Postsecondary Goal or Goals (Age 16 and Older)
There is a measurable postsecondary goal or goals in the designated areas (i.e., education/training and employment; where appropriate, independent living). 34 CFR (b)(1); Rule 6A (3)(h)9.a., F.A.C.

Develop measurable postsecondary goals based on age-appropriate transition assessment in the following areas: Education or training Employment Independent living (as needed)

Education or Training Education is defined as
Enrollment in Adult General Education (e.g., Adult Basic Education, Adult High School Credit Program, Vocational Preparatory Instruction Program, or GED Testing Program) Enrollment in technical center (certificate program) Enrollment in community college (certificate program or two-year degree) Enrollment in college/university (four-year degree and higher) Adapted from NSTTAC, 2007

Education or Training Training is defined as
Employment training program (e.g., Workforce Investment Act [WIA], Job Corps, AmeriCorps, Individualized) Individualized means one-on-one training provided by the employer, an agency, or service provider Adapted from NSTTAC, 2007

Employment Employment is defined as Competitive
In the competitive labor market that is performed on a full- or part-time basis in an integrated setting Is compensated at or above the minimum wage Supported Competitive work in integrated work settings…for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability… Adapted from NSTTAC, 2007

Independent Living (as Needed)
Life skills in the following domains: Leisure/Recreation Maintain home and personal care Community participation Adapted from NSTTAC, 2007

A measurable postsecondary goal may address more than one of the designated areas, and must meet the following two requirements: It must be measurable; you must be able to “count it” or observe it. It must be intended to occur after the student graduates from school.

Measurable Postsecondary Goal Examples…
Lisette Education or Training Within three years of graduation from high school, Lisette will complete the nondegree program at Montgomery County College (MCC). Reference case studies and examples for Allison, Lisette, and Kevin.

…Measurable Postsecondary Goal Examples…
Lisette Employment By January 2009, through the assistance of Vocational Rehabilitation (VR) and the staff of the nondegree program at MCC, Lisette will obtain part-time employment on campus at MCC that does not interfere with her program’s schedule.

…Measurable Postsecondary Goal Examples
Lisette Independent Living Within one year of graduation from high school, Lisette will use public transportation, including the public bus and uptown trolley, to independently get to and from classes at MCC.

Frequently Asked Questions
Measurable Postsecondary Goals

Frequently Asked Questions Measurable Postsecondary Goals…
Where on the IEP do I write the measurable postsecondary goals?

Frequently Asked Questions …Measurable Postsecondary Goals
The measurable postsecondary goals should be reflected early in the IEP as every component of the IEP for students 16 and older should lead toward attainment of the measurable postsecondary goal(s).

Does the timeframe for a measurable postsecondary goal need to address when a student will start something, such as “enroll in a two-year community college program,” or finish, such as “complete a two-year degree program?” Which constitutes best practice or is either okay?

Districts have flexibility in the format they choose to use for measurable postsecondary goals.

Are short-term objectives or benchmarks needed for measurable postsecondary goals?

No. Only annual goals for students with disabilities who take alternate assessments aligned to alternate achievement standards are required to have short-term objectives or benchmarks. It is generally helpful to think of the measurable annual goals and transition services reflected in the IEP as “benchmarks” toward the measurable postsecondary goals. For Transition IEPs developed after December 22, 2008, only annual goals for students with disabilities who take alternate assessments aligned to alternate achievement standards are required to have short-term objectives or benchmarks.

How do we determine the student’s progress toward the measurable postsecondary goals?

There is no requirement for reporting progress on measurable postsecondary goals. If the student is making adequate yearly progress toward attaining his or her measurable annual goals and other transition services within the IEP, then the student should be making progress toward attaining his or her measurable postsecondary goals. See the following documents: Measurable Postsecondary Goals Questions and Answers on Individualized Education Programs (IEPs), Evaluations, and Reevaluations (OSERS, 2007) NSTTAC Indicator 13 Checklist Frequently Asked Questions and Responses (Approved by OSEP on November 16, 2006)

If a parent requests an Adult Day Training (ADT) program or sheltered workshop setting and services for his or her child, how do we address this in the measurable postsecondary goals?

The IEP team should always consider the most inclusive postsecondary outcomes first. Ultimately the decision rests with the IEP team; however, restrictive settings and programs should be a “last” consideration.

For students going directly into employment who already know the skills needed to complete the job, what would measurable postsecondary goals for education or training, and employment look like? (For example, a student exits under Special Diploma Option 2 or a student who has been trained in a technical program as a tile layer.)

The measurable postsecondary goal for education or training would likely describe the type of training the employer would provide for this student. The measurable postsecondary goal for employment would likely be related to maintaining the job and/or expanding the individual’s job duties and responsibilities.

What if a student’s skills do not match the student’s interests? What must be reflected in the measurable postsecondary goals?

Frequently Asked Questions …Measurable Postsecondary Goals…
A “measurable postsecondary goal” is NOT the same as a “desired post-school outcome.” A person may dream of being a physician, but if he or she can’t see through a microscope, that really isn’t a reasonable goal. The individual would never get through biology.

The measurable postsecondary goals must be based upon age-appropriate transition assessments. In a recent case in Texas, the court found that “the district did not err in developing a vocational program that focused on fashion and child care – the student’s biggest strengths,” despite the fact that her interest was in music where she had limited skills. The summary stated: “So long as a transition plan reflects the student’s skills and interests, as determined through assessments, it should pass muster under the IDEA.” - Individuals with Disabilities Education Law Report, LRP Publications (June 12, 2009)

Measurable Postsecondary Goals based on Age-Appropriate Transition Assessment
The measurable postsecondary goals were based on age-appropriate transition assessment. 34 CFR (b)(1); Rule 6A (3)(h)9.a., F.A.C.

Age-Appropriate Transition Assessment
“Transition assessment is the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. 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 Individualized Education Program.” - Sitlington, Neubert, and Leconte (1997)

Age-Appropriate Transition Assessment
Age-appropriate means activities, assessments, content, environments, instruction, and/or materials that reflect a student’s chronological age. Age-appropriate assessments may necessitate adaptations to their administration for some students so that meaningful data are obtained. Adapted from NSTTAC, 2007

Types of Assessment Formal Informal
Florida Comprehensive Assessment Test College Entrance Test PSAT, SAT, ACT, CPT Transition Planning Inventory Brigance Life Centered Career Education (LCCE) Florida Alternate Assessment Other Norm-Referenced Informal Curriculum-Based/Teacher-Made Tests Interest Inventories Self-Determination Situational Questionnaires/Surveys/ Interviews Checklists

Transition Assessment
Transition assessment data should: Be obtained over time Indicate strengths, preferences, and interests Consider present and future environments Be conducted by way of multiple places/sources/persons Be sensitive to cultural diversity Adapted from NSTTAC, 2007

Transition Assessment
Review the IEP and other available components of the student’s record to determine if information from age-appropriate transition assessments has been considered in developing measurable postsecondary goals. If so, determine whether the information applies to the area in question (i.e., education/training; employment; where appropriate, independent living).

Transition Assessment Example…
Lisette (education/training, employment, and independent living) From the Present Levels of Academic Achievement and Functional Performance statement on the IEP: “Based on teacher observation notes, community-based task analysis checks, and information from the student, her parents, and her teachers collected through the Transition Planning Inventory and Making Action Plans (MAPS), Lisette is a rule-oriented, quiet young woman with strong skills and interests in employment in the service industry. Lisette learns best through observation and practical experience due to limited verbal and reading skills.

…Transition Assessment Example
Lisette (education/training, employment, and independent living) Lisette has participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in independent living skills, such as self-care, home management, reading for success in the community, and community math skills, including time and calendar skills. Lisette has expressed an interest in and demonstrated success in the service industry, particularly in the area of food preparation. Lisette indicates that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lisette’s living outside of their home as she becomes more financially independent after high school.”

Frequently Asked Questions
Age-Appropriate Transition Assessment

Frequently Asked Questions Age-Appropriate Transition Assessment…
How and where do I document age-appropriate transition assessment in the IEP for compliance purposes?

Frequently Asked Questions …Age-Appropriate Transition Assessment
There is flexibility in where transition assessment is addressed in the IEP. Transition assessment would most likely be cited as a source and reflected in the present levels of academic achievement and functional performance or the summary of assessments/evaluation data.

Frequently Asked Questions Age-Appropriate Transition Assessment…
Which transition assessments require consent from parents?

Frequently Asked Questions …Age-Appropriate Transition Assessment
Consent is only required if the purpose is for reevaluation.

Frequently Asked Questions Age Appropriate Transition Assessment…
What is functional vocational evaluation?

Frequently Asked Questions …Age Appropriate Transition Assessment
NSTTAC describes functional vocational evaluation as “an assessment process that provides information about job or career interests, aptitudes, and skills. Information may be gathered through situational assessment, observations or formal measures, and should be practical. The IEP team could use this information to refine services outlined in the IEP.” Source: Storms, J., O’Leary, E., & Williams, J. (2000). As cited in NSTTAC September training materials.

Annual Goal(s) or Short-term Objectives or Benchmarks
There is/are annual goal(s) or short-term objectives or benchmarks that reasonably enable the student to meet the postsecondary goals. CFR (a)(2) Are goal(s) or short-term objectives or benchmarks included in the IEP that will help the student make progress toward the stated postsecondary goal(s)? For Transition IEPs developed after December 22, 2008, only annual goals for students with disabilities who take alternate assessments aligned to alternate achievement standards are required to have short-term objectives or benchmarks.

Measurable Annual Goals Examples…
Lisette (education/training) Lisette will accurately record her personal information, including first and last name, date of birth, social security number, street address, city, state, zip code, age, and telephone number with 100 percent accuracy by April 2008.

…Measurable Annual Goals Examples…
Lisette (employment) Given a cell phone with pertinent telephone numbers programmed and weekly practice in school and community settings, Lisette will successfully call her supervisor to communicate important messages in five out of five role-play trials in school and community settings.

…Measurable Annual Goals Examples
Lisette (independent living) Given travel training situations, Lisette will demonstrate sitting quietly and refraining from talking to strangers while using public transportation at least two times across three situations.

Transition Services… There are transition services on the IEP that focus on improving the academic and functional achievement of the student to facilitate the student’s articulation from school to post-school. 34 CFR (b)(2)

…Transition Services…
For the measurable postsecondary goals on the IEP, are one or more of the following addressed: Instruction Related service(s) Community experience(s) Employment Post-school adult living Daily living skills (if appropriate) Functional vocational evaluation (if appropriate)

…Transition Services Transition services may be addressed through
The development of measurable annual goals and short-term objectives or benchmarks Special education services Related services Program modifications/supports for school personnel Supplementary aids and services and/or State and district assessment accommodations/modifications

…Transition Services…
“No services needed” statement(s) are no longer required, but this is a good practice that districts are encouraged to continue. For Transition IEPs developed after December 22, 2008, “no services needed” statement(s) are no longer required. However, the development of “no services needed” statement(s) is a good practice that districts are encouraged to continue.

Transition Services Example…
Lisette (instruction supports the postsecondary education/training and independent living goals) Community safety skills instruction, including self-defense at the YMCA Travel training instruction Math instruction related to money usage and telling time on a variety of watches and clocks Literacy instruction related to sight word identification

…Transition Services Example…
Lisette (related service supports the postsecondary independent living goal) Assistive technology services to increase the use of voice output device Physical therapy to improve independent ambulation

…Transition Services Example
Lisette (daily living skills support the postsecondary education/training and independent living goals) Purchase a monthly bus pass Apply safety skills in the community, particularly with regard to use of public transportation Learn to choose a seat near the bus driver Learn to use the pull cord to identify upcoming stop

Course(s) of Study… The transition services include course(s) of study that focus on improving the academic and functional achievement of the student to facilitate the student’s movement from school to post-school. 34 CFR (b)(2)

…Course(s) of Study Participation in advanced-placement courses Participation in courses that provide community-based experiences to help the student acquire adult living and employment skills (e.g., description of instructional program and experiences)

Frequently Asked Questions Course of Study…
Is stating the diploma decision (e.g., the student will pursue a standard diploma) sufficient in addressing the course of study?

Frequently Asked Questions …Course of Study
No. A statement of the diploma selection is not descriptive of the course of study. The course of study statement should describe the student’s course of study, such as participation in advanced-placement courses for a student pursuing a standard diploma or participation in courses that provide community-based experiences to help the student acquire adult living and employment skills for a student pursuing a special diploma.

Agency Invited If transition services are likely to be provided or paid for by another agency, a representative of the agency was invited to participate in the IEP. 34 CFR (b)(3)

Consent to Invite The district obtained consent from the parent or from the student whose rights have transferred prior to inviting to the IEP team meeting a representative of an agency likely to provide or pay for transition services. 34 CFR (b)(3)

Agency Participation To the extent appropriate and with the consent of the parents or a student who has reached the age of majority, the school district shall invite a representative of any participating agency that may be responsible for providing or paying for transition services Parental consent or the consent of the student who has reached the age of majority must also be obtained before personally identifiable information is released to officials of participating agencies providing or paying for transition services. Rule 6A (3)(c)8., F.A.C. The language “when the purpose of the meeting is to consider transition services” was dropped. The following language was added: “To the extent appropriate and with the consent of the parents or a student who has reached the age of majority” and “Parental consent or the consent of the student who has reached the age of majority must also be obtained before personally identifiable information is released to officials of participating agencies providing or paying for transition services.” 6A (3)(c)8.

Clarification on Consent
To invite an agency to an IEP meeting, “…a separate consent must be obtained from the parents or a child who has reached the age of majority for each IEP Team meeting, conducted in accordance with 34 CFR § (b), before a public agency can invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the meeting.” February 6, 2009, Memorandum and OSEP Letter A memorandum and correspondence from the Office of Special Education Programs further clarifies consent requirements for secondary transition. (You may want to use Memo and OSEP letter as handouts.)

SPP – 13… The IEP includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals. 34 CFR (b)

…SPP – 13 The culmination of all components of the IEP for a student who is 16 years old or older must reasonably enable the student to meet his or her postsecondary goals!

Reevaluation and Summary of Performance…
“Reevaluation is not required for a student before the termination of eligibility due to graduation with a standard diploma or exiting from school upon reaching the student’s twenty-second (22) birthday.” “The district must provide the student with a summary of academic achievement and functional performance, which shall include recommendations on how to assist the student in meeting the postsecondary goals.” Rule 6A (8)(f), F.A.C. Information on Summary of Performance was added to State Board of Education Rules.

…Reevaluation and Summary of Performance…
Graduation from high school with a standard diploma constitutes a change of placement and requires prior written notice. Does not require reevaluation Not a change in eligibility Not dismissal from program

…Reevaluation and Summary of Performance
Summary of Performance (SOP) Academic achievement and functional performance Recommendations on how to assist the student in meeting postsecondary goals

Summary of Performance (SOP)…
Required for students exiting school with a Standard Diploma or aging out of program Recommended practice for all students exiting school (e.g., Special Diploma prior to age 22)

…Summary of Performance (SOP)
Education or Training/Employment/Independent Living Describes: Accommodation needs Assistive technology needs Support needs Academic and functional performance summary Transition assessments Report cards, grades, etc.

Frequently Asked Questions Summary of Performance…
Are districts required to hold an “exiting IEP meeting” for students who are near graduation?

Frequently Asked Questions …Summary of Performance
No. However, districts must complete a Summary of Performance (SOP) for students’ whose eligibility terminates due to graduation with a standard diploma or exceeding the age of eligibility. The Nationally Ratified Summary of Performance template suggests that the SOP is most useful when linked with the IEP process and the student has the opportunity to actively participate in the development of this document.

Free and Appropriate Public Education (FAPE)
Students age 18 through 21 who have not received a standard diploma may continue until their 22nd birthday, or at the discretion of the school district, through the semester or the end of the school year in which they turn 22. Students who have exited school with any type of special diploma, certificate, or GED (not under GED Exit Option) may re-enter at any time prior to their 22nd birthday.

For additional information contact:
Sheila Gritz, Program Specialist for Transition Team Leader Indicators 13 and 14 Florida Department of Education Bureau of Exceptional Education and Student Services (850)

Florida Education: The Next Generation DRAFT
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