 Indicator 1 – Graduation  Indicator 2 – Dropout Rates  Indicator 3 – Assessment  Indicator 4 – Suspension/Expulsion  Indicator 5 – School Age LRE  Indicator 6 – Preschool LRE  Indicator 7 – Preschool Outcomes  Indicator 8 – Parent Involvement  Indicator 9 – Disproportionality   Indicator 10 – Disproportionality  Indicator 11 – Child Find  Indicator 12 – Early Childhood Transition  Indicator 13 – Secondary Transition  Indicator 14 – Post-School Outcomes  Indicator 15 – Identification and Correction of Noncompliance  Indicator 16 – Complaint Timelines  Indicator 17 – Due Process Timelines  Indicator 18 – Hearing Requests Resolved by Resolution Sessions  Indicator 19 – Mediation Agreements  Indicator 20 – State Reported Data

 13. Improve transition services for students with disabilities at age 16 [now age 14] and above  14. Improve the outcomes for students moving from secondary to postsecondary activities  State expects100% compliance for these two indicators  Conducting exit surveys and post-exit surveys

IEP Results Process for Transition Services Includes: Courses of study Includes: Instruction Related services Community experiences Employment and other post- school adult living objectives When appropriate: Daily living skills Functional vocational evaluation Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments Training Education Employment Independent Living Skills – where appropriate O’Leary, E., 2005 © Copyright

 Formal and/or informal assessments which: ◦ Provide relevant information about the student in relation to key areas of transition planning ◦ Provide information about the student’s current levels of functional performance ◦ Indicate appropriate accommodations to support student success ◦ Provide a basis for measurable postsecondary goals ◦ Provide a basis for measurable annual goals

 Combination of formal and informal to reflect the following areas: ◦ Interests ◦ Preferences ◦ Aptitudes ◦ Abilities  It is considered a transition assessment if it is important or pertinent to post-school goals  Assessments may overlap in providing information relevant to more than one area of the transition plan.

 Standardized tests measure student abilities ◦ SAT ◦ ACT ◦ ERB ◦ PSSA ◦ Woodcock-Johnson  Aptitude tests measure student capabilities ◦ IQ tests ◦ During the re-evaluation year, at least one formal assessment needs to be administered

 Student surveys/interviews  Parent surveys/interviews  Observations  Teacher questionnaires  Work samples  Curriculum-Based Assessments  Functional Behavioral Assessments  Situational assessments  Progress monitoring probes

 Formal and informal assessments with a vision of the student’s ultimate goal: ◦ Standardized tests ◦ Anecdotal input from teachers, students, and parents ◦ Curriculum based assessments ◦ Strengths and needs must be bulleted, not in paragraph form, and have transition statements in the needs

 See hand out ◦ Should say “has the goal” ◦ Can’t say not a need ◦ Example: Jane has the goal of independent living without supports.

 Must be listed in the IEP.  The courses the student will take in order to achieve postsecondary goals.  Should be listed for each of the 3 areas  Can be repeated  For example: ◦ Post-secondary education- College Prep. English, Algebra 2, American History, Chemistry ◦ Employment- Office Applications, College Prep English, child development, psychology ◦ Independent living- Cooking, Sewing, Art, Child Development

 At least one activity needs to relate to IEP goal  See handout  Person responsible can be parent, counselor, student, teacher  Should keep a running list so that at graduation it is evident the activities that student has completed to prepare for life after high school.

 Must contain four parts: ◦ Condition – when, where, how ◦ Student’s name ◦ Observable behavior  no fuzzy words ◦ Criteria  100% of the time on 5 observed consecutive opportunities ◦ Ideally contains a baseline

 What are Phillip/Julia’s transition assessments?  What were the conclusions?  Where does Phillip/Julia want to be after graduation?  What are the classes, services, training, accommodations to get Phillip/Julia there?  What is Phillip/Julia going to do to get there?