2 Secondary Transition Statute Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, 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. (20 U.S.C. 1416(a)(3)(B))
3 IEP Transition to Adulthood Planning Successful movement from school to post-school o education, o work o adult living. Results-oriented process focused on improving the academic and functional achievement of the student.
4 Secondary Transition Process INVITE STUDENT INVITE AGENCY REP * AGE APPROPRIATE TRANSITION ASSESSMENT MEASURABLE POSTSECONDARY GOALS PLAAFPS TRANSITION SERVICES COURSES OF STUDY MEASURABLE ANNUAL IEP GOALS
5 NSTTAC Indicator 13 Checklist Checklist Item 1. Is there an appropriate measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living? 2. Is (are) the postsecondary goal(s) updated annually? 3. Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessment? 4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)? Focus Measurable Post- Secondary Goals Annual Update Transition Assessment Services for MPGs continued (NSTTAC, 2009a);
6 NSTTAC Indicator 13 Checklist Checklist Item 5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? 6. Is (are) there annual IEP goal(s) related to the student s transition services needs? 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? 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? Focus Course of Study Annual Goals Inviting the Student Outside agency invited (if applicable) (NSTTAC, 2009a)
7 Formally Invite the Student to the IEP Prepare the student for participating in the IEP meeting. Support development of selfdetermination skills. Why???? There must be documentation that the student was invited even if it is known he/she cannot attend.
8 Student Invitation Documentation Various Ways o In Student s File Meets Requirements Note in file stating teacher invited student prior to IEP Or if student is 18 receipt of 10 day notice prior to IEP o In Student s File Meets and Exceeds Requirements Signed, written student invitation dated prior to IEP KSDE (2011). Changes to Instructions for Reporting on State Performance Plan, Indicator 13: Secondary Transition, Retrieved on June 27, 2011 from
9 Moving smoothly from requirements to effective strategies Student involvement in the IEP process o Student s strengths, interests, preferences and needs drive the plan o Involving the student and his/her family in the planning drives his/her future!
10 Invite Representative of Outside Agency When outside agencies may provide or pay for services Obtain parental consent to invite Formally invite a representative Document the invitation 10 day notice form Note in file stating invitation. If an agency fails to provide transition services planned in the IEP, reconvene the IEP team to identify alternative strategies. Districts are ultimately responsible for ensuring that needs are met. (KSDE, 2009);
11 Who should participate in transition planning & IEPS? WHY? Family Members Student Education personnel School support staff Administrators Peers and friends Community members Postsecondary Ed. staff Community Service Agency Providers Who else might be included?
12 Age-Appropriate Transition Assessments Prior to IEP meeting, conduct an age-appropriate transition assessment related to training/ education, employment, and, where appropriate, independent living skills. The assessment will assist in : Developing the measurable postsecondary goals Informing the PLAAFPs Identifying transition services Transition assessment should be on-going.
13 Defining Transition Assessment Assist the student and family to determine needs, strengths, preferences & interests related to life after high school. Conduct career awareness and exploration activities Conduct a variety of formal and informal assessments (KSDE, 2009)
14 Effective Transition Assessment Strategies Why it should be more than one? Why it should be ongoing? How to be comprehensive?
15 Defining Transition Assessment Explore general education assessment opportunities o Personal Plans of Study o Kansas Career Pipeline Integrate ongoing processes into the transition planning for the student Transition Assessments inform the IEP s PLAAFPs (KSDE, 2009)
17 Informal Assessments Examples Interest inventories Situational assessments Interviews Direct observation Case file reviews Curriculum-based assessments Social histories Rating scales for specific areas 17
18 Appropriate Measurable Postsecondary Goals Must be: Based on age-appropriate transition assessments. Must have a goal for: education/training employment Independent living goal is only if appropriate How does this lead to positive postschool outcomes?
19 Measurable Postsecondary Goals Measurable postsecondary goals are outcomes that occur after the student has left high school. They identify what a student will do.
20 What do measurable postsecondary goals mean? Here is a HELPFUL Formula for how to write these: Formula: After, (High School, Graduation) will (student). (what, where, and how??? Fill in the behavior) Examples from KSDE website: Education and Training: After graduation from high school, James will enroll in Kaw Valley Technical Institute s 2 year diesel course. Employment: After graduation from high school, James will increase his hours of work to 20 per week at Joe s Auto Shop. For younger students.upon graduation from high school I will work with animals I will go to school to learn about computers I will live in my own apartment with a roommate
21 Transition Services Coordinated set of activities based on the individual student s needs, taking into account the student s strengths, preferences and interests, addressing: Instruction Related Services Community experiences Employment How do we make these effective strategies? Adult living objectives If appropriate, daily living skills and functional vocational evaluation
22 Possible Transition Services Instruction Practice self-advocacy skills Tour postsecondary training programs Discuss accommodations and modifications with postsecondary training support centers Community Experiences Learn about the ADA Register to vote Join a community recreation center or program Register for selective service Related Services Apply for books on tape Explore transportation options Employment Interview adult worker in a career field of interest Complete online application for vocational rehabilitation services Obtain paid job in area of interest (O Leary & Collison, 2007) Other Post-School Adult Living Objectives Obtain a driver s license Contact center For Independent Living for information on self-advocacy Daily Living Skills (if appropriate) Learn about time and money management skills File taxes Functional Vocational Evaluation (if appropriate) Complete/review career interest inventories and/or aptitude assessments Review career interests to insure alignment with graduation plan
23 Courses of Study What would be the best options for students so they can reach their postsecondary goals? Courses of study are a multi-year description of coursework to achieve the student s desired postsecondary goals.
24 Course of Study Questions Is a course of study already identified for this student? Is this course of study aligned with the student s post-secondary goals? (Test, D Secondary Transition, Indicator B-13, What is it and Where can I find the resources? Presentation at KSSC Summit, Lawrence, KS.)
25 NSTTAC Course of Study Example 1 Courses Jamarreo will take his final year of high school include: English IV (1 Credit) Mathematics, III (1 credit) Science (1 Credits) Demonstration of proficiency in state testing of computer skills Career/Technical (1 Credits) Electives (1 Credits) (Test, D Secondary Transition, Indicator B-13, What is it and Where can I find the resources? Presentation at KSSC Summit, Lawrence, KS.) 25
26 NSTTAC Course of Study Example 2 Courses Lissette will take each year of high school include: Functional Math I, II, III, IV (4 Credits) Functional Reading I, II, III, IV (4 Credits) Introduction to Cooking I, II, III, IV (4 Credits) Safety in the Community I, II, III, IV (4 Credits) Recreation Leisure I, II, III (3 Credits) Work Study Skills I, II, III, IV (4 Credits) (Test, D Secondary Transition, Indicator B-13, What is it and Where can I find the resources? Presentation at KSSC Summit, Lawrence, KS.)
27 NSTTAC Course of Study Example 3 Lilly will receive specially designed instruction with an alternate curriculum, including instruction focused on selfcare and communication skills and linked to the state standard course of study (SCS) in Language Arts, Math, and Science) Course include: Algebra using extended content standards Life Science using extended content standards English/Language Arts using extended content standards (Test, D Secondary Transition, Indicator B-13, What is it and Where can I find the resources? Presentation at KSSC Summit, Lawrence, KS.)
28 Kansas Course of Study Compliant courses of study are aligned with MPGs: After graduation from high school, James will enroll in Kaw Valley Technical Institute s 2 year diesel course. 9 th grade 10 th grade th grade th grade Math Math Math English 4 English 1 English 2 English 3 Government Geography American Hist. World Hist. Kaw Valley Earth Science Biology 1 P.E./Sports Technical Institute Diesel 2 Health/Sports P.E./Sports Kaw Valley Computers 1 Technical Auto Technology Institute Diesel 1 Industrial Career Cluster Learning Strategies Learning Strategies
29 Annual IEP Goals Academic & functional goals Progress towards graduation Must support the student s transition services needs and promote successful movement from school to postschool environments. (KSDE, 2009);
30 Annual IEP Goals MPG: After graduating, Stu will continue in the masonry program at Our Town Tech. Annual Goals address MPGs Who What When Where How
31 Annual IEP Goals Who What When Where Who: Stu What: will increase his organizational skills by completing assignments 4 out of 5 days When: by January 31, 2012 Where: in all core content area classes HOW: by checking in with his case manager daily to monitor progress..
32 Annual IEP Goals Behavior Condition Criteria Timeframe Does it relate back to the MPG?
33 NSTTAC Indicator 13 Checklist: Abbreviated Form A Appropriate measurable postsecondary goal Y, N Updated annually? Y, N Present Levels informed by Age appropriate transition assessment? Y, N Transition services in the IEP Y, N Courses of study Y, N Annual IEP goal(s) related to the student s transition services needs? Y, N Evidence the student was invited to the IEP Team meeting? Y, N Evidence that agency representative was invited? Y, N,NA Does the IEP meet the requirements of Indicator 13? (circle one) - Yes (all Ys and Nas are circled) - No (one or more Ns are circled)
34 Secondary Transition Resources NSTTAC website o Transition Coalition website o Secondary Connections website o
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