Indicator 13  Is a point of law re: IDEA  Is one of 20 Indicators  Part of the State Performance Plan (SPP)  Improve transition services for students with disabilities at age 16 and above.

Complaint filed in Pa  The implementing regulations of the IDEA require that:  Beginning not later than the first IEP to be in effect when the child turns 16,or younger if determined by the IEP team, and updated annually, thereafter, the IEP must include  Appropriate measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment and where appropriate, independent living skills

Continued  Transition services ( including course of study) needed to assist the child in reaching those goals  The transition plan in the IEP does not meet the requirements of the federal regulations. There are no transition goals and the information contained in the transition plan is not based on appropriate transition assessments.

State Performance Plan  Evaluate the State’s efforts to implement the requirements and purposes of IDEA  Describe how the State will improve such implementation

SPP Indicator 13  Percent of youth aged 16 and above with an IEP that includes coordinated, measurable annual goals and transition services that will reasonably enable the student to meet the post-secondary goals  Target: 100% compliance!

Let’s define our terms:  Coordinated-having each part of the IEP linked to each other and leading to the same end  Measurable-knowing your location along a continuum of achieving a goal (observable, countable, having a beginning and an end)

Let’s define our terms:  Annual-reviewed and updated every year  IEP goals-goals based on the post- school outcomes  Transition services-activities and courses leading to the post-school outcomes found on the grid

Indicator 13 Checklist #1  Is there evidence of age-appropriate, current transition assessments?  Assessments can be formal or informal  May be located in present ed levels, ER, student file

Indicator 13 Checklist #2  Is (Are) there a measurable goal or goals that covers education or training, employment, and, as needed, independent living  Goals indicated here are the post- school outcomes on the IEP form

Checklist #2 Cont’d  Locate the transition component of the IEP  Are there post-school outcomes for this student that address Education/Training, Employment, and (if applicable) Independent Living?  Can the outcome (s) be observed?  Will the outcome (s) occur after the student graduates from school?

Checklist #3  Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate the movement of the child from school to post-school?

Checklist #3 Cont’d  Transition services/activities –Instruction –Related services –Community experience –Development of employment and other post- school adult living objective –If appropriate, acquisition of daily living skills –If appropriate, provision of a functional vocational evaluation listed in association with meeting the post-school outcome

Checklist #4  Do the transition services include courses of study that focus on improving the academic and functional achievement from school to post-school?  Do the courses of study align with the student’s identified post-school outcomes?

Checklist #5  For transition services that are likely to be provided or paid for by other agencies, is there evidence that representatives of the agency were invited with parent consent?

Checklist #6  Is (are) there measurable annual goal (s) that will reasonably enable the student to meet the postsecondary goal?  For each post-school outcome on the grid is there at least one annual goal included in the IEP for that outcome area?

Activity  Go through Alyssa’s Present Ed Levels, Transition Grid and Goal sheets-Check against items on Indicator 13 Checklist

Assessment (reflected in present ed levels) to Measurable Annual Goal to Post-school Outcome

Examples of Formal Assessments  Standardized tests- SAT, ACT (American College Testing Program)  Aptitude/achievement tests- Wechsler Adult Intelligence Scale, Wechsler Individual Achievement Test  Interest tests- COIN,

Assessment  Interests-a measure of opinions, attitudes and preferences  Preferences-what the student values and likes  Aptitudes-a combination of abilities and other characteristics that suggest whether a student might learn or become proficient in a particular area

Examples of Informal Assessments  Student Survey/Interview  Parent Survey/Interview  Observations (Home/School/Community)  Teacher Questionnaires  Work Samples  grade level)  Functional Behavioral Assessment

Other Assessments  Information from employers  Career and technical education assessments  Progress monitoring  Review of student’s IEP

Examples of Informal Assessments  Student Survey/Interview  Parent Survey/Interview  Observations (Home/School/Community)  Teacher Questionnaires  Work samples  Curriculum based Assessments  Functional Behavioral Assessment

Examples of Other Assessments  Information from student and family members  Information from employers  Interests, references, aptitudes, abilities  Career and technical education assessments  Progress monitoring  Review of student’s IEP

Present Levels  Clear, concise summary of student’s current skill level  Directly determined by assessment information  Written in specific, measurable, objective terms  Provides information on the student’s rate of progress  Guide the development of IEP goals and objectives

Activity  Fuzzy Meanings-Assign a number to each word representing a percentage that the word conveys to you

Present Levels Must:  Identify strengths and prioritize needs  Describe effect of disability on performance  Provide a starting point for development of annual goals  Guide development of other areas of the IEP  Be data driven (measurable and observable)

Present Levels of Academic Achievement  Includes description of academic skills as relates to post-school outcomes  Provides baseline for goals  Not just grades, scores, or the book the student is working in  Must describe skills, not just the reading/math series

Present Levels of Functional Performance  Describes how student functions in activities of daily living, such as hygiene, dressing, basic consumer skills, community-based instruction, etc.  Describes functional academic skills, such as functional reading level of 2 nd grade for a 10 th grade student

Present Levels of Academic Achievement and Functional Performance  It is impossible to write clear and measurable annual goals if you don’t have clear and measurable present levels of academic achievement and functional performance.

Example:  Not measurable: “Diane is doing better work”  Measurable: “Diane is able to follow a checklist containing the list of 10 tasks that need to be completed at work during the 3 hours she is on the job 8 out of 10 days.” 

Example  Not Measurable- “Jim has difficulty keeping up with his homework assignments.”  Measurable-”Jim completes2 out of 10 homework assignments.”

Example:  Jim completes/turns in an average of 2 out of 5 homework assignments during a typical instructional week. He plans to attend a community college in the fall where homework assignments are expected to be on time and complete.

Example  Not measurable-”Diane is doing better in math.”  Measurable-”Diane adds, subtracts, multiplies, and divides multi-digit computation problems with fewer than 3 errors on a mixed-skill math probe….”

Example  Transition related:”…..and makes an average of 2 errors per week making change at her volunteer job at the Northampton Farmer’s Market.”

Present Levels must include Strengths and Needs  John participates in class on a daily basis with verbal contributions to class discussions.  John currently averages 3/5 completed homework assignments over the course of one week

Activity  Rewrite Alyssa’s present ed levels so that they reflect a clear, quantifiable baseline from which to develop measurable annual goal (s)

Criteria for Writing Measurable Annual Goals  Condition  Student’s Name  Clearly defined Behavior  Performance Criteria

Measurable Goal  Does each annual goal contain the following components? –A condition –Student’s name –Clearly defined behavior –Performance criteria

Example  Given daily homework assignments Jim will complete/turn in 5 of 5 for a typical instructional week for 5 consecutive weeks.

Example  Condition-Given daily homework assignments  Student’s name- Jim  Clearly defined behavior- complete/turn in  5 of 5 assignments for 5 consecutive weeks

Example  Given weekly role play situations in the resource room, Lisa will describe her disability and ask for accommodations 4/5 times over 5 consecutive weeks.

Example  Condition- Given weekly role play situations in the resource room  Name-Lisa  Clearly defined behavior-will describe her disability and ask for accommodations  Performance Criteria-4/5 times for 5 consecutive weeks.

Activity  Develop measurable annual goal (s) based on the revised present ed levels for Alyssa

Post-secondary Education/Training Sample Statements  Student is undecided at this time  Two or four year college w/o support  Two or four year college with support  Technical/trade school w/o support  Technical/trade school with support  Adult education classes  Other

Employment Sample Statements  None due to post-secondary education  Competitive employment w/o support  Competitive employment with support (long/short term)  Military  Sheltered employment  Other

Post-secondary Education/Training Sample Statements  None-student expresses no interest  Student is undecided  Two- or four-year college-w/o support  Two- or four-year college with support  Technical/trade school –w/o support  Technical/trade school-with support  Adult education classes  Other

Employment Sample statements  None, due to post-secondary education  Competitive employment-w/o support  Competitive employment with support (long-short term)  Military  Sheltered employment  Other

Activity  Select a Post-School outcome for Alyssa

Progress Monitoring  The present levels of academic achievement and functional performance provide the baseline for progress monitoring  The needs identify the priority skill deficits to be addressed in the current IEP  The measurable annual goal reflects the target for skill instruction, based on needs, to be attained during the current IEP

Why Collect Data?  Set appropriate IEP goals and objectives based on baseline data of present levels of performance  Facilitate effective instructional decisions based on data  Communicate the rate of growth of student progress to parents or other professionals

Why Graph Data  Communicate program effectiveness to the teacher, parents, student, etc. about instruction, IEP and reevaluation  Provide reinforcement and feedback  Make decisions about continuing or improving instructional practices

Types of Graphs  Line Graphs  Bar Graphs

Data Decision Guidelines  Some high priority needs and related goals warrant daily collection  Implementation of IEP goals requires frequent data collection  Daily, weekly, monthly or quarterly data collection activities are driven by  Goals (and objectives if included)  The data collection method and tools  Knowledge of child’s learning profile

Progress Monitoring IEP Goals  Questions to Ask –What? –With whom? –With what support? –How often, how long, how many times? –When and how often will I collect data on this skill? –When and how often will I evaluate the data?  Tasks to Complete –Choose a data system –Create a tool to collect the data –Create a visual display

Making Instructional Adjustments  More of something (and/or less of something else ) in the same amount of time.  More time allotted for instruction  Different instructional groups  Different strategy  Different material  Additional personnel to allow more time for guided practice at a later time

Communicating Progress  Actively involve all team members, particularly the family  Determine method, schedule, and frequency for communicating progress  Ask families how they would prefer to be kept informed of progress

Final Activity  Bring it all together

IU 20 Transition Consultants  Jennifer Jones-Baur x3144  Susan McCollian x6107

Moodle  On-line web site by PATTAN  Q&A section with sample statements for different sections of the IEP i.e. Present Ed Levels, Outcome statements, etc. 