S Review Indicator 13 Requirements. S Practice Each Critical Element

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1 Quality Secondary Education Services: A Review of the Secondary IEP Stephanie Maury Keystone Area Education Agency Iowa Department of Education, 2012 Agenda Review Indicator 13 Requirements Practice Each Critical Element Preferences and Interests Transition Assessments Post-secondary Expectations Course of Study Annual Goals Services and Activities Check for Inter-rater Reliability OSEP State Performance Plan (SPP) Content of the SPP States must report on 32 indicators as required by IDEA 2004 Indicators B13 addresses transition in the IEP B13 is a compliance indicator Mandatory target is 100% Indicator B14 addresses the activities of the students one year after high school B14 is a performance indicator Target level is set by the state Each Indicator has a section that includes: Description/overview of process for data collection Baseline data and discussion Measurable and rigorous targets (6 years) Improvement activities, timelines, and resources Indicator 13 reads: What will it look like? Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will be reasonably enable the student to meet the postsecondary goals.* *Iowa will continue to use age 14 We will be looking to see if: The IEP considered the student's age and the amount of time left for the student to prepare so that they may enter the targeted postsecondary activity with skills/supports to be successful. The decisions reflect consideration of the discrepancy between the student s current skills and the entry level necessary to pursue their PSE s. The IEP addressed these discrepancies, the individual s unique PSEs, and then focused on tackling them. 1

2 Indicator 14 reads: Data Collection Cycle Percent of youth who had IEPs and are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school The data collection cycle is an on-going process in which AEAs and LEAs gather data and use it for school improvement. Six Critical Elements Objective 13 Data Collection Interests and Preferences Transition Assessment Post-Secondary Expectations Course of Study Goals Services and Activities Data on the 6 Critical Elements are collected during district SPED self-assessment by certified auditors Using IEPs of transition age youth Age 14 and older Using a 95% confidence level Age groups with 30 or less = population Our trendline data In Summary, of the Secondary IEPs reviewed in 2005 (weighted): In 2010 (unweighted): Since 2005, Iowa has focused on the Six Critical Elements to improve the quality of secondary transition services to influence quality student outcomes. Every district in Iowa has now collected data at least one time. A number of districts (n=211) have now participated in two file reviews. These data provide a glimpse of Iowa s transition planning practices and will be used throughout the course to identify our areas of strength and challenges. 84% included student Interests and Preferences 19% were based on TransiBon Assessments 49% included Postsecondary ExpectaBons 82% had a Course of Study 27% had well wrilen Goals 78% included Services, Supports and Linkages 5% had all of the above 98% included student Interests and Preferences 87% were based on TransiBon Assessments 89% included Postsecondary ExpectaBons 89% had a Course of Study 85% had well wrilen Goals 89% included Services, Supports and Linkages 68% had all of the above 2

3 9/11/12 Let s look at our own data! Trends? S In reviewing the data from 131 districts, it was clear that ACTIVITY: Review the next slide with your elbow partner and respond to these questions. Report out to the group. district performance was skewed. S 60% of the districts were above the state average, S The average growth for those districts above the state average was 77.2%, and How do we look locally? Strengths? S The average growth for those districts below the state Areas for improvement? average was 4.8%. Surprises? Suggestions? Indicator B13 Data - AEA 1 AEA and State Indicator B13 Data AEA 1 Percent of Students with IEP 70 AEA AEA 8 AEA AEA 10 AEA 11 AEA 12 AEA 13 AEA State FFY 07 ( ) FFY 08 ( ) FFY 09 ( ) FFY 10 ( ) FFY 11 ( ) AEA State Discussion How do we look locally? Strengths? Areas for improvement? Surprises? 0.00 FFY 07 ( ) FFY 08 ( ) FFY 09 ( ) FFY 10 ( ) FFY 11 ( ) A Closer Look at the 6 Critical Elements Next, we are going to look at the 6 Critical Elements as defined on the IEP Compliance Assessment Transition Only: Special Education Record and File Review Suggestions? 3

4 Six Critical Elements Of Secondary IEPs reviewed... in (weighted): 84% included student interests and preferences in (unweighted): 98% included student interests and preferences Tony is a very hard worker. He has a good sense of humor and can communicate well. He is polite and respectful. Strengths: Dan feels that areas of strength for him are math, drawing, and sports, especially soccer. His math teacher reports that he is strong at mental math. Interests: Dan is interested in working with his hands, sports, drawing, and clubs (music). His science teacher says he appears interested in the science class. Preferences: Dan prefers activities where he is physically active, around other people, music is playing, working indoors. These preferences align with his goals of becoming a security guard or mechanic. CE1: Preferences and Interests CE1: Sample Criterion: Preferences or interests must be the student s Location: Should be at the top of Page B May be anywhere in the IEP Check yes for Critical Element 1 on the data collection sheet if either the student s interests or preferences are listed. Check no, if no interests or preferences are listed OR if the items are not the student s. Strengths- Tammy is a very hard working young lady. She wants to do well and understand what she is learning. Tammy strives for independence in academics. Interests - Tammy likes to ride horses, listen to music, and hang out with her friends. Preferences - Tammy prefers working with people or animals rather than working alone. CE1: Practice 1 CE 1: Practice 2 Todd likes to play sports and enjoys both indoor and outdoor activities. He prefers working with a partner rather than working alone or in groups. Todd likes material to be read orally as a class over reading independently or the teacher reading. Todd's favorite subject in school is science. Todd wants to attend college, but not sure what subject yet. Does this meet Criteria 1? Katie displays a pleasant disposition and can complete her assignments if she remains on task. Her mother thinks Katie should pursue a career in the field of health care, especially the nursing area. Katie does not attend school consistently. Does this meet Criteria 1? 4

5 Six Critical Elements How are we doing? In * 19% were based on ageappropriate transition assessments In * 87% were based on ageappropriate transition assessments * Local AEA data will be available from the online instructors. Transition Assessment How do we assess CE2? In Iowa, we define transition assessment as a coordinated, systematic process if it: Collects relevant data on a student s interests, preferences, strengths and needs related to his/her post secondary expectations for living, learning, and working; Begins at least by the time the student reaches middle school and continues until the student graduates or ages out; Provides data useful to plan and make decisions that assist the student to move to post-secondary activities of living, learning, and working; Involves input from student, family, school personnel, and other relevant stakeholders such as adult agencies, & related services personnel. There are 3 Criteria for CE 2; Transition Assessment Criteria 1: Source of the data is identified. The IEP includes information that names the method of assessment (e.g., classroom observation, student interview) or the specific name of the assessment tools Student as the only source of information is not sufficient. CE2: Transition Assessment CE2 Criteria 2: Specific Data for each post-secondary area Data sufficient to determine if there is a need for transition services in the each post-secondary area related to the student s post-secondary expectation in that area (e.g., full time employment). If services are needed, data specific enough to write a goal or activity. If no needs in a post-secondary area, data sufficient to determine that there is no need for transition services in that post- secondary area. By the school year, the IEP must include the required components of I Have a Plan Iowa (or district alternate career designated system) relevant to the student s grade level. For the state requirements for career and education planning, grade by grade (8-12), go this link as described by I Have a Plan Iowa. option=com_content&view=article&id=1657&itemid=3460#com ponents 5

6 CE2: Transition Assessment CE2: Transition Assessment Criteria 3: Each post-secondary area has been assessed. The data sufficient to determine that an assessment of the postsecondary area was made. IEP teams examined the student s strengths and needs as they apply to the post-secondary area. The IEP includes enough information to determine that an assessment of the post-secondary area was made. There must be a transition assessment for each post- secondary area (living, learning and working). Criteria: Specific data related to the student s skills provided Method or source of data identified Data are sufficient to determine transition assessment was done Location: It should be on Page B, under Transition Assessment. Other locations: PLAAFP, on Goal Pages D &E, and Page R, the Reevaluation Results. Check, yes for Critical Element 2 on the data collection sheet if all three criteria are met for each of the post-secondary areas areas (living, learning or working.). Check, no for Critical Element 2 if any of the three criteria are failed for any of the post-secondary. Resource: Assessing all 3 PS Areas Assessment Areas Interests/ Preferences PSE: Living Community Living Pref. PSE: Learning Formal/Informal PSE: Working Career Options To see an interactive table mapping the essential steps, assessment tools and strategies as well as resources for quality transition assessment, visit: The Iowa Transition Assessment Model, Basic Skills Home and Community Literacy Core Workplace Attitudes/ Habits/Self- Awareness Personal Organization Skills Study Skills Work ethics Critical Thinking Decision Making Application of Knowledge Adaptability to new tasks 34 CE2: Sample CE2: Sample, continued Living information sources: Parent and student interview Living results: Matt wants to live in a group home. Learning information sources: Edmark Reading administered in June of Learning results: Matt is reading from the Edmark Reading Level 2. Level 2 extends learning by teaching an additional 200 words, plus compound words and students can attain a reading level of He has mastered 150 words from Level 1 and 100 words from Level 2. On Matt s last review he scored 88% accuracy. Matt s skills in the area of reading, math, and self-care limit his ability to independently participate in general curriculum activities. Working information sources: Teacher interview; Edmark Functional Words Working results: Matt is reading Job/Work Words from the Edmark Functional Words Series. He has mastered 74 words and scored a 90% on his last post test. He needs significant modification of the general education curriculum and specialized instruction in functional skills to achieve his post-secondary living, learning, and working. Do the Transition Assessments meet CE2? Did the assessment consider his grade, his skills versus those required to enter his targeted postsecondary expectations? No. All three criteria were not met for all three areas: living, learning, and working. It did not appear they considered his age, time until graduation, and skills in the assessment. Without that, transition planning is difficult. 6

7 CE2: Practice 1 CE2: Practice 1 continued Living information sources: Interview with Nate, Nate s parents & teacher; observations at home Living results: Nate is able to function independently to meet the needs for postsecondary living (he would like to live in an apartment with a roommate after high school). He has a drivers license and can access community resources, cook, clean do laundry, take care of personal hygiene and manage his checking account. Learning information sources: ITEDs taken in spring of senior year; special and general education teacher interviews; and school records Learning results: His ITED scores in math and reading show no discrepancy between Nate s performance and that of his peers. His classroom work is generally of passing quality; however, Nate does not keep track of assignments nor allocate time outside of class to complete homework. As a result, his GPA is currently A higher GPA will be needed for Nate to pursue his post-secondary expectations of attending college. Working information sources: transition inventory; career interest inventory; interview with Nate and current employer Working results: Nate knows he is interested in going to a vocational or technical school and is interested in the fields of auto body/mechanics, being a factory worker, working in a greenhouse or possibly welding. Nate has worked at a local nursery for the past year. On the job, he will need to be able to get along better with others, complete tasks on time, be a positive part of the group, and be aware of time management. CE2: Practice 2 CE2: Practice 2 continued Living information sources: Interview with Jane and her mother January 2011, by school social worker. Living results: Jane and her mother would like her to be able to live in a community based apartment where she is supervised on a weekly or biweekly basis. At this time, Jane can cook simple meals, clean and do laundry. She maintains a checking account with help from her mother. She can solve 1 step calculations but will need to solve 2 step problems for adult living. Learning information sources: ITED, math assignments Learning results: Jane can solve real life math story problems that involve 1 step calculations. ITED scores for computation were at the 8 th percentile and MIALT score was 184 (RIT) with peers scoring 246 (RIT) Working information sources: Interview with Jane and results of Choices program completed on January 2011; interview with current job coach Working results: Jane has a variety of job interests, including working in a library, that she has identified. She can explain skills needed for two office jobs and also for jobs in the area of child care. Jane could benefit from participating in job shadowing opportunities in order to begin to generalize learned skills into the workplace. CE2: Practice 3 CE2: Practice 2, continued Living information sources: Iowa Vocational Rehabilitation checklist of skills: September 2011, Independent Living Assessment Instrument: September 2011.Student interview Living results: Sam would like to live at home while attending community college. Afterwards he would like to share an apartment with friends. Iowa Vocational Rehabilitation checklist of skills: SELF CARE: Sam has trouble with medication management, hygiene, money management, cooking, dressing, shopping, grooming, laundry, and use of telephone. MOBILITY: Sam has trouble with transportation issues. Sam doesn't drive a car or ride the transit independently. He does walk all over town, but doesn't dress properly for the weather. These are all skills he will need to live independently and attend school. Learning: Information Sources: Iowa Vocational Rehabilitation checklist, 9/2011; Grades Learning Results: Sam has trouble with memory, learning speed, attention span, manual dexterity and time on task. SELF DIRECTION: Sam has trouble with: initiating activities, using good judgment, planning activities, handling frequent changes, and making decisions. These are skills he will need to improve to be successful with the course work and independent study habits expected in community college. Also, he may need services from service providers after graduation and may need financial support. PowerGrade reports the following grades for the second semester of his junior school year: English = 85% B, Math = NA, Social Studies = 89% B, Science = 82% B, PE = 88% B. 7

8 CE2: Practice 3 Discussion Working: Information Sources: IVRS checklist of skills: 9/11. Competitive Employment Skill Sheet. 9/11, & Student interview Working results: Iowa IVRS checklist of skills: WORK TOLERANCE: Sam has trouble with stamina, strength, work speed, lifting, standing, sitting, reaching, temperature changes, noise/ vibrations and high places. INTERPERSONAL SKILLS: Sam has trouble with cooperation, getting along with others, tact, controlling emotions, understanding social cues and other peoples' behaviors. These are all skills he will need to improve to be successful on OTJ sites and later when he hopes to enlist in the service. Competitive Employment Skill Sheet: Sam states that he can describe his disability to an employer and performs his work accurately. He needs to work on controlling his emotions, and accepting criticism and initiating activities. Interview: After graduation, Sam wants to attend the community college or join the military. During this unit, did you have: Any I knew that moments? Any Whoops! That s new moments? Take-away ideas? Six Critical Elements Of Secondary IEPs reviewed... in (weighted): 49% had feasible yet challenging postsecondary expectations for living, learning and working in (unweighted): 89% had feasible yet challenging postsecondary expectations for living, learning and working Tony would like to get an apartment with friends. Tony is interested in taking mechanic type classes at DMACC. He would like to continue his education at a two year school. He would like to work in the construction field while attending school but when he is finished with school he wants to open his own mechanics shop. Dan will: live independently or with roommates. He would prefer to live in California. attend college for an automotive program or security guard. A position as a security guard may also require learning on the job rather than or in addition to postsecondary classes have a job in the automotive field or as a security guard Post-Secondary Expectations CE3: Post Secondary Expectations The Post-Secondary Expectation describes environments, knowledge, skills or activities that the IEP team, based on the student s strengths, preferences and interests, identifies as targets to plan for the student's future. There must be a PSE for living, learning, and working. 3 Criteria: Each PSE must: Projects beyond high school Be consistent with available assessment information Be observable Location Must be in the designated section, Based on transition assessments, describe the postsecondary expectations for living, learning, and working on Page B. Note: Check yes for Critical Element 3 on the data collection sheet if the PSEs for for all 3 areas (living, learning, and working) meet all three criteria. 8

9 CE3: Sample CE3: Practice 1 Based on Jane s transition assessment results above: PSE for Living: Jane will live in a supervised apartment. PSE for Learning: Jane will participate in community education activities. PSE for Working: Jane will work in a library with the assistance of a job coach. Does this meet CE3? PSE for Living: Mike will live with family members or in a supported living situation. PSE for Learning: Parents expect Mike to continue learning through opportunities presented by family and community resources. PSE for Working: Mike thinks he could live off his social security payments without having to work. Assume these PSEs are consistent with his available transition assessment, Do they meet the other criteria for CE3? Did the IEP team appear to consider his age, grade, and transition assessment? CE3: Practice 2 Discussion PSE for Living: Nate wants to live in an apartment with friends. PSE for Learning: Nate is interested in attending a vocational or technical school after high school. PSE for Working: Nate would like to work with his hands perhaps working in auto body, as a mechanic, in a factory, or as a welder. Does it meet the criteria for CE3? Did the IEP team appear to consider his age, grade, time until graduation, and discrepancy of skills? During this unit, did you have: Any I knew that moments? Any Whoops! That s new moments? Take-away ideas? Course of Study CE4: Course of Study The Course of Study must: Identify when the student plans to graduate, define the curriculum for the student, relate directly to the student s goals beyond secondary education, and shows how planned studies and activities are linked to these goals. The course of study may change over time, so it needs to be reviewed annually to ensure that it reflects the long-range vision of the student. It should consider the discrepancy between current skills and entry level skills to purse the PSEs, age, grade, and time between now and graduation. 9

10 9/11/12 CE4: Course of Study Course of Study Critical Element 4: Course of Study underwent the most revision in an effort to tighten up the standards and clarify the expectations. The Critical Element 4: Course of Study has 3 sections T23a, b, and c. S T23aCourse of Study (COS) identifies: S number of credits, other requirements for graduation OR if student is to graduate by other means CE4: COS T23b status regarding graduation requirements and what is needed. S Targeted graduation date S Required courses yet to be completed S Number of credits yet to be completed S Any other accomplishments required for graduation if present S Targeted graduation date is feasible for student S All five components are necessary to meet T23b. CE4: Sample present for T23a to be met. S types of classes, and S S T23b COS identifies student s S All three components must be COS T23c T23c has two required components S Course of study lists other course and activities including linkages specific for the student to pursue PSEs S Projects to the targeted graduation date S Location: Most of the information is on Page B under Course of Study. Activities may also be listed on Page F. S Check yes for CE4 COS on the data collection sheet, if all the components for all three elements (T23a,b, and c) are met. S Check no for CE4 COS if any components of any of the three elements (T23a, b, or c) are failed. CE4: Practice 1 S Course of study: S Requirements: Rick is taking electives to help develop skills for future work and living environments. S Status: Rick has earned 25 credits. S Target graduation date (mo/yr): Rick plans to graduate on schedule with his peers in May, S Courses and activities: He is receiving resource support to help him strengthen his problem solving skills. Rick is also taking electives to help develop skills for future work and living environments. S Does this meet CE4 criteria? How could the COS be improved to demonstrate appropriate consideration was given to his TA, PSEs, and age, grade, and time until graduation? What requirements does this student need to meet to graduate? Students are required to have 48 credits to graduate. (8 credits in English, 6 in science (including two each in Physical Science and Biology), 6 credits in Social Studies (including U.S. History, Government, Civics, and Economics), 6 credits in math, and 2 credits in Physical Education. The remaining credits may be taken as electives. S Student s status: Matt has earned 20 credits at this time. He has 3 credits in English, 3 in science, 3 in math, and one credit in Physical Education. The remaining earned credits are electives. He still needs to take 28 credits including: 5 credits in English, 3 in science, 3 in math, 1 in Physical Education, 6 in Social Studies and the rest as electives. S Target graduation date (mo./yr.): Matt plans to graduate on schedule with his class in May of

11 CE4: Practice 1 CE4: Practice 2 Courses and activities needed to pursue the post-secondary expectations and graduate by the target graduation date. He is receiving resource support to help him strengthen his problem solving skills. He is also taking electives to help develop skills for future work and living environments. Matt needs to complete required courses in English (5 credits), math (3 credits), science (3 credits), and social studies (6 credits). He also needs 1 credit in Physical Education. The remaining credits may be earned with electives. Matt may benefit from taking the Math Skills for Life course to improve personal finances. He should also take Family and Consumer Science to learn more skills in the area of daily living. Matt should also consider participating in the Work Exploratory program to enhance work skills. To support his interest in becoming an art teacher, he will also benefit from any art classes offered in the district. Does the Courses and Activities section meet all 4 criteria for CE4? Requirements: Anita needs forty high school graduation credits as well as the completion of her senior portfolio in order to receive a certified diploma from this high school. She will also need to complete her IEP goals. Status: With the 25 credits she now has, and if she passes the previously mentioned classes, Anita will have 31 credits at the end of the 1 st semester. Target graduation date (mo/yr): Anita is expected to graduate with her peers. Courses and activities: Currently Anita is taking the following required and elective classes: Economic Studies, Life and Leisure Activities, Biology Studies, Government Studies, English 12 Studies, and Jewelry. Anita may have to attend the Alternative High School to make up credits in order for this to take place. Does this meet CE4? Did the IEP team consider age, grade, discrepancy of skills, and time until graduation? Discussion Six Critical Elements During this unit, did you have: Any I knew that moments? Any Whoops! That s new moments? Take-away ideas? CE5: Goals Iowa is using a two level approach to implement IDEA 2004 s requirements that IEPs of students who are transition age include measurable post-secondary goals. Level 1: IEPs of students ages 14 and older include a postsecondary expectation in the areas of living, learning and working Level 2: Every annual goal helps support pursuit of the postsecondary expectations in (weighted): 27% had well written goals 1. Given a reading probe at the 9 th grade level, Tony will answer comprehension questions with 80% accuracy. 2. Given math problems requiring the use of addition, subtraction, multiplication, division, basic algebra and formulas, Tony will solve with 85% accuracy on three consecutive probes. 3. Given a writing probe, Tony will write two paragraphs using proper capitalization, punctuation, grammar, spelling and complex sentence structure with 80% accuracy.... in (unweighted): 85% had well written goals 1. By the next annual review, when given a reading passage at the 5TH GRADE LEVEL, Dan will read and answer comprehension questions with 80% accuracy 4 out of 5 times. If successful, Dan will read at the next higher grade level passage, with all other conditions being the same. 2. By the next annual review, Dan will speak respectfully, comply with requests of adults, treat other students with respect, come to class prepared, and work independently on assignments 100% of the time on 4 out of 5 weeks. 11

12 CE5: Goals CE5: Goals Criteria: Each goal addresses a need identified in the PLAAFP Each goal is a priority/ essential skill for the student to pursue targeted postsecondary expectations. Location: Page D or E of IEP. To determine if goals address needs identified in the PLAAFP and represent priority/essential skills for the pursuit of the PSEs, refer back to page B. Check yes for T24 if both criteria have been met Location: Page D or E of IEP. To determine if goals support pursuit of the PSE, refer back to page B. If not all PSE areas are addressed, or if needs identified in PLAAFP are not addressed by goals, review page F (supports, services and activities). Check no for T24 if either criteria was failed CE5: Sample CE5: Practice PSE Living-Jane will live in a supervised apartment. PSE Living-Sees himself moving west (to go to school) living on his own, perhaps with a girlfriend PSE Learning-Student anticipates going to culinary school PSE Working-to complete culinary school, become a chef.) 1. Given a modified math curriculum, Andy will demonstrate increased math computational skills for application problems. 2. In 36 weeks, given an English writing assignment, Andy will demonstrate increased clarity in his writing by receiving a score of 3 or more on the district writing rubric. PSE Learning-Jane will participate in community education activities. PSE Working-work in a library with job coach.) 1. Given 2 step real life story problems involving add., sub., multi., Jane will use a calculator and solve with 90% accuracy by the end of the first semester. 2. After silently reading instructional level text, Jane will retell the story including main idea, details, sequencing and a summary; she will score at least 12 points on each retell opportunity by the end of the 1 st semester. Do they meet CE5? CE5- Practice 2 CE5: Practice 3 PSE Living: Mike will live with family or in a supported living situation. PSE Living- Live in own apartment PSE Learning- Post secondary training to become auto mechanic PSE Working- Own garage as a certified auto mechanic 1. Complete a writing sample to include correct paragraphs, punctuation, spelling and grammar with 20 out of 24 points as scored on the attached writing rubric. 2. Will compute 80% digits correct on 4 th grade mixed math probe. 3. Will score 95% on the attached behavior monitoring sheet. Does it meet CE5? PSE Learning: Opportunities provided by family/community services. PSE Working: Mike thinks he can live off his Social Security 1. Given reading material at his reading level, Matt will read and comprehend with 85% accuracy. (living, learning) 2. Given a functional math curriculum, Matt will complete with 80% accuracy. (living, learning) 3. Given a Job Site Assessment/Rubric, Matt will score with 80% accuracy. Does it meet CE5? 12

13 Discussion Six Critical Elements Take-away ideas? How do we improve the focus on priority/essential skills for student to pursue their PSEs (and not just the same old academic goals)? How do we reflect consideration of the student s age, grade, discrepancy of skills, and time until graduation in the goals we write in order to demonstrate they are reasonably calculated to help the student meet their need and prepare for PSEs? Of Secondary IEPs reviewed... in (weighted): 78% had appropriate annual services, supports and linkages 1. SPECIALLY DESIGNED INSTRUCTION: Tony benefits from small group direct instruction in written language, math, and reading comprehension. 2. ACCOMMODATIONS: Tony should take all tests in a small group setting with extended time (up to 24 hours after the test) to complete the test. in (unweighted): 89% had appropriate annual services, supports and linkages 1. SPECIALLY DESIGNED INSTRUCTION: Dan will come to the resource room one period daily, where he will work on reinforcing skills in reading comprehension, communication and social skills, and completing tasks as assigned 2. ACCOMMODATIONS: For testing, Dan may have tests read aloud and/or paraphrased. He may have extra time (1 day/ class period) to complete the test. He may take tests in the resource room or another quiet place. He should receive a study guide 3 days prior to a test. 3. ASSISTIVE TECHNOLOGY: Dan may listen to reading assignments on electronic devices as available. 4. LINKAGES/INTERAGENCY: Dan may meet with Iowa Vocational Rehabilitation Services to determine interest and eligibility. Criteria: CE6: Services, Supports, Linkages & Activities Each PSE area (L, L, & W) is addressed through goals, services or activities; AND the goals, services or activities are sufficient to meet priority needs identified in PLAAFP; OR an explanation why not is provided. Location: Page F of the IEP. Other Locations: check entire IEP to see if services identified are sufficient Check yes on the data collection sheet if all criteria for Critical Element 4 are met. Check no if all criteria are not met. CE6: CE6: Services, Supports, Linkages & Activities Look for: Descriptive statements in the PLAAFP describing priority needs All identified needs discussed in the PLAAFP are addressed with services, supports or activities OR an explanation why not is provided. Are all three post-secondary area addressed OR an explanation why not is provided Discussion Ideas how you will raise awareness of: priority needs, addressing every PSE area or explaining why not demonstrating consideration of the essential factors calculated to write TA, PSEs, goals and activities Take away ideas? 13

14 Objective 13: Finishing the Course: Inter-rater Reliability Checks Remember Indicator 13 is defined as the: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will be reasonably enable the student to meet the post-secondary goals.* To determine if an IEP meets Indicator 13 criteria, it must meet each of the Six Critical Elements If any of the Critical Elements if missing, the IEP fails to meet Indicator 13 To complete the course and become certified to audit for Objective 13 data: Take the two practice inter-rater reliability checks included in the course Then, pass any 3 of the seven inter-rater reliability checks provided with 75% inter-rater reliability 14