Writing Transition Focused IEPs Pamela Sacchitella and Jennifer Cacioppo

AGENDA Transition Anticipation Guide PowerPoint Presentation Post - Anticipation Guide Does your IEP meet compliance? Questions/Concerns

GOALS: To become familiar with the Eight Regulatory Requirements of the NY State Performance Plan (SPP) Indicator 13 To identify connections throughout a Transition IEP To ensure compliance by creating quality Transition IEPs

Indicator #13 is one of 20 State Performance Plan (SPP) Indicators required to be measured by the Federal Government

Indicator #13 measures transition planning and services within the IEP

100% compliance required

A self-review using a student’s most current IEP is the process for identifying compliance for Indicator #13

Selecting IEPs is a random process… It’s the luck of the draw!

IEPs eligible for review include students who will be turning 15 years or older in the school year. (These IEP’s were written last school year)

There are 8 citations that each IEP must meet in order to be compliant. They are as follows…

Citation 1a: Under the student’s PLP, the IEP includes a statement of the student’s needs, taking into account the strengths, preferences and interests as they relate to transition…

Citation 1a: C Needs and/or challenges relating to transition to post-school outcomes Q Included in all applicable PLP areas A CADEMIC S TUDENT STRENGTHS, PREFERENCES, INTERESTS : “According to Level One Assessment), (student’s name) states that s/he is interested in becoming a ____________________ upon completion of high school. He/she exhibits strengths in the area of _____________________ that will assist him/her in achieving this goal.” WHERE TO LOOK: PLP

Citation 1a: C Needs and/or challenges relating to transition to post-school outcomes Q Included in all applicable PLP areas SOCIAL DEVELOPMENT S TUDENT STRENGTHS : “Socially, (student’s name) has many peers. This will help the student be successful in the field of _______________________ as it requires social interaction.” PHYSICAL DEVELOPMENT “(Student’s name) has good physical and motor skills and identified an interest in the field of ____________________ that will require adequate physical development.” WHERE TO LOOK: PLP

Citation 1a Examples: WHERE TO LOOK: PLP COMPLIANT According to his Level One Assessment, student states that he is interested in becoming a computer engineer. In order to be successful, he will need to improve his comprehension and writing skills. (Reading Section ) Student understands that in order to achieve his goal of becoming a computer engineer, he must continue to work on the development of his reading comprehension skills. NON-COMPLIANT Student is interested in a career in law enforcement…..Student should continue to develop her independent skills in the areas of cooking, shopping and community resources (not enough of a link)

Citation 1b: The IEP includes measurable post- secondary goals (MPSG) based upon age appropriate transition assessments relating to training/education, employment, and where appropriate, independent living skills

Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal E DUCATION /T RAINING : “(Student’s name) will enroll at ABC University in order to study ____________.” “Upon completion of high school, (student’s name) will enroll in a certification program in ___________________________.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal E MPLOYMENT : “After college, (student’s name) will be competitively employed as a _______________.” “After graduation from high school, (student’s name) will be employed with support in the area of ________________________.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal I NDEPENDENT L IVING S KILLS ( WHEN APPROPRIATE ): “(Student’s name) will live in a community/residential setting with significant support.” “(Student’s name) will live independently.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

Citation 1b Examples: WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS COMPLIANT Student will attend a four year college to study engineering. NON-COMPLIANT At this time, the student is undecided as to a specific two year college but is interested in taking courses that will allow him to become a music producer. (Student will…)

Citation Ic: Each IEP includes measurable annual goals consistent with the student’s needs and abilities…

Citation 1c: C Measurable annual goals with criteria, schedule and procedure based on a skill need identified in the PLP that incrementally assist s student to achieve MPSG NOT CURRICULUM BASED = NON-COMPLIANT (if majority of goals) Student will correctly use the distance formula, d = r x t. SKILL BASED = COMPLIANT WHERE TO LOOK: MEASUREABLE ANNUAL GOALS

Citation IIa: The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.

Citation IIa: C Course of study identified in the IEP: Transition Needs Needs “As an employee in any career field, the student will need to develop skills in _______________________ (identify skills the student needs to continue to develop as it relates to the disability) in order to be successful in achieving post secondary goals.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

Citation IIa: C Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals Course of Study “(Student’s name) should consider courses such as __________________________ to support needs in the area of ___________________.” “(Student’s name) will continue to take Regent’s level classes to gain skills necessary for going to college.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

Citation IIa Examples: WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS COMPLIANT – Needs: Student needs to develop time management skills and appropriate work skills NON-COMPLIANT– Course of Study: Student needs to continue to read in order to develop the necessary skills to become a writer (what are the courses he should take) NON-COMPLIANT – Needs: Student will continue in his high school program. COMPLIANT – Course of Study: Student will continue to take Regent’s level classes to gain skills necessary for going to college.

Citation IIb: The IEP includes needed activities to facilitate the student’s movement from school to post-school including: Instruction, Related Services, Community experiences, Employment, Daily Living Skills, Vocational Evaluation

Citation IIb: C All areas must be addressed (the CSE can indicate through a statement that the student has no needs in a particular area at this time) Q Activities address transition needs identified in the PLPs which are different from non-disabled Peers WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

Citation IIc: The IEP includes a statement of the responsibilities of the district and participating agencies (if applicable) for the provision of such services that promotes movement from school to post school opportunities

Citation IIc: C Clearly identify the responsibilities of the school district and other agencies Q Job title of school/agency personnel providing service is listed WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

Citation IIb and IIc: R ELATED SERVICES Student will continue to receive Speech and Language services (to work on what skills) Speech/Language Teacher (non-compliant) C OMMUNITY E XPERIENCES Student will obtain a work permit (you are now responsible for making sure she gets it) Parent, Special Education Teacher (non-compliant) (never list a parent) WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

Citation IIb and IIc: F UNCTIONAL VOCATIONAL ASSESSMENT ( IF APPLICABLE ) “(Student’s name) will have the opportunity to participate in a functional vocational assessment in order to identify possible career interest areas. “ (only Level 2 or 3) RCSD (compliant) WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

Citation IIIa: When the CSE met to consider transition services, the district invited the student. If the student did not attend, the district ensured the student’s preferences and interests were considered.

Student Voice According to the Level One Assessment, student states that she is interested in becoming a nurse upon the completion of high school. In order to be successful, she will need to develop time management and organizational skills and gain a better understanding of the responsibilities needed to become a successful nurse. Citation IIIa: REMEMBER: YOU NEED TO SEND A FORMAL INVITATION TO EACH STUDENT AND FILE A COPY OF IT IN HIS/HER CUMULATIVE FOLDER

Citation IIIb: To the extent appropriate and with parental consent or consent of a student 18 years of age or older, the school district must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

Looking for evidence:  Each table has 3 IEP’s – green, yellow, and blue  Working with a partner, choose one IEP and determine compliance in each of the 7 citations using the yellow Individual Record Review Sheet (sections are highlighted and labeled - IIIb is not included in this activity)  Refer to the powerpoint to identify each compliance element  As a table, label each IEP as Meets compliance (100%) Working towards (so close) Poor (not quite there yet)

Looking for evidence:  Take a look at your IEP and determine ‘Compliance’ or ‘Non- Compliance’ for each section on the Individual Record Review Sheet.  Refer to the powerpoint and your ‘Sample Language’ IEP to identify each compliance element

Questions?