Office of Special Education MICHIGAN TRANSITION INTERAGENCY COLLABORATION MDE, Office of Special Education October 20, 2015

2 Michigan Department of Special Education, Office of Special Education Jessica Brady, Supervisor Shawan Dortch, Consultant Scott Slater, Financial Analyst Ashley Kemmer, Support Staff Michigan Department of Education Office of Special Education

Transition Agenda Agenda  Welcome and Overview  Transition Grant Update  Transition “Back to the Basics”  Transition Coordinators Duties  State Performance Plan B-13 and B-14  Federal Technical Assistance  State Technical Assistance  Next Steps 3

4 Transition Grant Update Michigan Department of Education Office of Special Education

5 Transition “Back to the Basics” Michigan Department of Education Office of Special Education

6 IDEA Transition Services: Transition services means a coordinated set of activities for a child with a disability that— (1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post- school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; Michigan Department of Education Office of Special Education

7 IDEA Transition Services cont. ( 2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests ; and includes--  (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. (b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. (Authority: 20 U.S.C. 1401(34)) Michigan Department of Education Office of Special Education

Improving Secondary Transition Services: Meeting the Requirements of Indicator 13 National Secondary Transition Technical Assistance Center

9 9 A Transition-Rich IEP Annual Goals Annual Activities and Services, including Course of Study Designated Responsibility Measurable Postsecondary Goals Transition Assessment & Present Level of Achievement

Individualized Education Program (IEP) Secondary Transition Considerations

IEP Secondary Transition Considerations - 1

IEP Secondary Transition Considerations - 2

IEP Secondary Transition Considerations - 3

Indicator 13  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))

15 Indicator 13 Checklist 1. Is there an appropriate measurable postsecondary goal or goals in this area? 2. Is (are) the postsecondary goal(s) updated annually? 3. Is there evidence that the measurable postsecondary goal(s) were based on an 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)?

16 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? Indicator 13 Checklist (cont.)

17 Compliance Checklist for Secondary Transition - 1

18 Compliance Checklist for Secondary Transition - 2

Common Findings of Noncompliance on the B-13 Checklist  Evidence of prior consent of the parent or student to invite the agency  Evidence that postsecondary goals were based on age appropriate transition assessments  Appropriate measurable goals in training, education, employment and were appropriate independent living skills 19

20 Writing Postsecondary Goals

Postsecondary Goals  Measurable = Countable  Identifies an outcome, not a process  One goal for each adult outcome area  Adult Outcome Areas  Education or Training (required)  Employment (required)  Independent Living (when appropriate) 21

Measurable Postsecondary Goals  Training  Education  Employment  Independent living skills, if appropriate 22

Postsecondary Goal Questions  Where is the student going to work or engage in productive activities after graduation?  Where and how is the student going to continue to learn and/or develop skills after graduation?  Where is the student going to live and how is he or she going to access adult services, participate in the community and have fun after graduation?

Components of a Measurable Goal  Timeframe (date)  Skill that can be measured (skill/behavior)  A method for collecting data (instrument/conditions)  Level of attainment to show mastery (accuracy/criteria) 24

A Helpful Formula ____________ _______ will ______ ______ ( After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school)

Examples of Postsecondary Goals Education/Training:  After high school, Lissette will participate in weekly instruction on independent living skills at the local Independent Living Center in her community Employment:  After high school, Lissette will work on- campus part-time in the food court at the college with supports from Vocational Rehabilitation and the staff at the college.

Examples of Postsecondary Goals 27 Independent Living: After high school, Lissette will live semi- independently with a roommate in a assisted living apartment with supports provided through Disability Services) Upon completion of high school, Lissette will utilize public transportation, including the public bus and uptown trolley with time limited supports provided through Vocational Rehabilitation.

28 Updated Postsecondary Goals

 Is (are) the postsecondary goal(s) updated annually? 29

Updated Postsecondary Goals Example:  The statement of Present Level of Academic and Functional Performance (PLAAFP) indicates that “Lissette’s educational goals beyond high school were considered and updated based on transition assessment information in developing this IEP” Non-example:  Postsecondary goals were evident, but PLAFFP indicates “Lissette passed her classes.” Further the assessment data documented in the IEP (formal and informal) are two and three years old 30

31 Age-Appropriate Transition Assessment

32  Where is the individual presently?  Where is the individual going?  How do we get the individual there? (Colorado DPI, 2005) Transition Assessment Questions

33  Results of performance on state mandated assessments taken during high school indicate Lissette is performing below average in math, reading and written expression  Results of an adaptive behavior checklist completed by the teacher during Lissette’s 10 th grade indicate she has acquired many age-appropriate behaviors necessary for her to live independently and to function safely and appropriately in daily life; however, she continues to need support in this area.  Community Based Instruction (community and work activities) task analysis checks 8/2005 – 4/2006 Lissette

34 Transition Services

 Should focus on academic and functional achievement to facilitate movement from school to post-school life  For each postsecondary goal, transition services can include:  Instruction  Related Services  Community Experience  Development of Employment and Post-School Objectives  Acquisition of Daily Living Skills  (if appropriate)  Functional Vocational Evaluation (if appropriate) 35 Transition Services

 What experiences must the student participate in this academic year that are necessary for achieving the identified post- secondary goals?  What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their post- secondary goals?  Do we know enough about this student’s vocational skills to identify an appropriate post-secondary employment goal or design activities to support the identified goal? Transition Service Questions

Lissette 37 Education/training: Instruction on Community Safety skills Travel instruction Math instruction - money usage, telling time Literacy instruction related to sight word identification Instruction related to community safety at the YMCA Employment: Purchase a monthly bus pass Safety skills in the community Learning to use the pull cord to identify her upcoming stop

38 Course of Study

 A multi-year description of coursework to achieve the student’s desired post-school goals from the student’s current to anticipated exit year (Storms, O’Leary, & Williams, 2000) 39 Course of Study Aligned with Post-Secondary Goals

40  Is a course of study already identified for this student?  Is this course of study aligned with the student’s postsecondary goals? Course of Study Questions

41 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) Lissette

42 Aligning Annual IEP Goals

Annual IEP Goals  For each post-secondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post- secondary goals. 43

Annual IEP Goal Questions  What skills and knowledge must the student attain this academic year that are necessary for achieving the identified post-secondary goals?  What skills and knowledge does the student currently have that support their post-secondary goals?

45 A Helpful Formula

Lissette Postsecondary Education/Training Goal:  After high school, Lissette will participate in weekly instruction on independent living skills at the local Independent Living Center in her community Annual IEP Goal:  Given small group instruction on hand washing, a task analysis, and self-monitoring sheet, Lissette will demonstrate how to appropriate wash her hands with 100% accuracy as measured by the number of correct steps completed on the task analysis during the duration of the IEP.

Lissette Postsecondary Employment Goal:  After high school, Lissette will work on- campus part-time in the food court at the college with supports from Vocational Rehabilitation and the staff at the college. Annual IEP Goal:  Given direct instruction for completing a job application, guided practice, and personal information, Lissette will complete an application with 100% accuracy by the end of the 2nd school semester.

48 Postsecondary Independent Living Goal: Upon completion of high school, Lissette will utilize public transportation, including the public bus and uptown trolley with time limited supports provided through Vocational Rehabilitation. Annual IEP Goal: Given a bus schedule adapted with pictures, Lissette will select the correct time and stop for five scenarios of activities presented to her with 95% or better accuracy by December of the current school year. Lissette

49 Invitation to Student

 For the current year, is there evidence in the IEP or cumulative folder that the student was invited to attend the IEP team meeting? 50

Invitation to Student Example:  A letter, inviting the student to the IEP meeting, is in the student’s file. Non-example:  A box is checked indicating that the student did not attend the IEP meeting.  While student attendance is not a component of this item, there is no indication in this documentation that the student was invited prior to the meeting. 51

52 Evidence of Coordination

 Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency?  If so, include:  Agencies identified that would provide or pay for post-secondary services  Evidence of parent consent (or student consent at age of majority) to invite agencies  Evidence that agencies were invited to the IEP meeting 53 Evidence of Agency Coordination

Lissette 54  A consent form signed by Lissette’s mother, indicating that the LEA may contact the Vocational Rehabilitation office and the Down Syndrome Association (DSA)  An invitation to conference in the file for a rehabilitation counselor and a representative of the DSA

Questions? 55 National Secondary Transition Technical Assistance Center

56 Transition Coordinators Duties Michigan Department of Education Office of Special Education

Transition Coordinators Duties  Secondary Transition  Participate in B13 data collection.  Assures results are entered into CIMS.  Collect, analyze and utilize B13 data for improvement planning, training, professional development and communication strategies to maintain/achieve compliance.  Assist in data collection, as necessary.  Assist in other data collection, as necessary.  Postsecondary Outcomes  Participate in statewide training on B14 data collection.  Assure contact information for exiting students is current/accurate.  Assist Wayne State University in their efforts to increase response rate on SPP B14 Post School Survey.  Utilize outcome data. Disseminate findings and support use of outcomes data in the school improvement planning process.  Assist in other transition related data collection and dissemination activities, as necessary. 6

Transition Coordinators Duties Coordinating transition services  Dissemination of information to local partners, special educators and administrators, general educators and administrators, rehabilitation services, mental health, families, and career preparation. Dissemination of transition information  Transition performance issues pertaining to State Performance Plan Indicators e.g., graduation, dropout, secondary transition, postsecondary outcomes, disaggregated for the population of students with an IEP. How do you coordinate transition services, including the dissemination of information regarding transition and performance issues in your district? 5

59 State Performance Plan B-13 Definition Percent of youth with individualized education programs (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)) Michigan Department of Education Office of Special Education

60 State Performance Plan B-13 Michigan Department of Education Office of Special Education  What transition resources are currently being used in your district(s)?  Who provides transition training in your district? How often are these trainings provided?  Do you have a transition coordinator contact(s)? How many?  What are their roles?  Based on your local district's data, what areas need more support and technical assistance?

61 Discussion Michigan Department of Education Office of Special Education

62 State Performance Plan B-14 Definition Percent of youth who had an IEP and who have been employed and or enrolled in postsecondary education/training program within one year of leaving high school. Michigan Department of Education Office of Special Education

63 State Performance Plan B-14 How does your local district address the requirements of SPP B-14? Is there a need to improve this process? How? Michigan Department of Education Office of Special Education

64 Discussion Michigan Department of Education Office of Special Education

65 Federal Support and Guidance  The 2020 Federal Youth Transition Plan: A Federal Interagency Strategy  Workforce Innovation and Opportunity Act July 2014  ODEP Recommendations for Michigan Employment First 2015 Michigan Department of Education Office of Special Education

66 The 2020 Federal Youth Transition Plan: A Federal Interagency Strategy Michigan Department of Education Office of Special Education Federal Partners in Transition  Compatible policies, procedures, and other means to operate across agency boundaries towards common outcomes for transitioning youth and their families.  Developing a strategy to increase awareness among students, families, high school teachers, and other service providers on the range of available services.  Ways to assess the effectiveness of federal coordination efforts in providing transition services.

67 Transition Outcome Goals for Student’s With an IEP Michigan Department of Education Office of Special Education  Access health care services and integrated work-based experiences in high school  Develop self-determination and engage in self directed individualized planning  Be connected to programs, services, activities, information and supports  Develop leadership and advocacy skills  Have involvement from families and other caring adults with high expectations

68 WIOA: Workforce Innovation and Opportunity Act 2014 Michigan Department of Education Office of Special Education  Congress passed the Workforce Innovation and Opportunity Act July 2014 (WIOA)  Requires Pre-employment transition services via 15% of each state’s Title I Vocational Rehabilitation funding and any funds made available from states, local, or private funding services, each state must ensure that the state VR agency, in cooperation with the local education agencies involved, will provide, or arrange for the provision of, pre-employment transition service for all student with disabilities.

69 WIOA: Workforce Innovation and Opportunity Act 2014 Michigan Department of Education Office of Special Education  Michigan was awarded an Employment First State Leadership Mentoring Program Technical Assistance Grant from the Office of Disability Employment Policy (ODEP).  Onsite and virtual technical assistance and training support for 2016 – 2017 will be provided to the State of Michigan.  ODEP Recommendations for Michigan Employment First 2015

70 Transition Outcome Goals for Student’s With an IEP Michigan Department of Education Office of Special Education Congress states  “that individuals with disabilities, including those with the most significant disabilities, are capable of achieving high quality, competitive integrated employment when provided the necessary skills and supports.”  “that youth with significant disabilities must be given every opportunity to receive the services necessary to ensure the maximum potential to achieve competitive integrated employment.”

71 Michigan’s Office of Special Education and Transition Michigan Department of Education Office of Special Education  Obtain Transition Partners and Stakeholders Input to:  Increase dialogue with service providers, policy makers, advocates and others closely involved with transition.  Combine clear and reliable documentation to develop statewide system of supports for transition.  Continued collaboration with agencies, reviewing policies, procedures and programs to increase resources and support of state and federal guidelines for transition.  Increase collaboration and coordination and cooperation among all transition partners.  Provide increased technical assistance from the state to the locals.

72 MDE, OSE Technical Assistance To improve transition outcomes for students:  How can Michigan Department of Education, Office of Special Education support Transition Coordinators?  What transition resources are needed to support your local districts? Michigan Department of Education Office of Special Education

73 Activity and Discussion Michigan Department of Education Office of Special Education

74 Communication and Support  Designing a communication system to support transition examples  Transition website  Transition Groups/Partners  Transition Schedule (monthly, quarterly, yearly)  Transition workflow (chart) Michigan Department of Education Office of Special Education

75 Michigan’s Desired Transition Outcomes  Defined and aligned transition work  Developed statewide system model of support for transition  Improved indicator compliance B-13/B14  Tier systems of support for areas of greatest need  Improved communication/training locally  Improved post secondary outcomes for students with IEPs Michigan Department of Education Office of Special Education

76 Next Step: Transition Dates to Remember Michigan Department of Education Office of Special Education  November CAP reviews  November-December SLCAP reviews

77 Resources  Michigan Special Education Website   U.S. Department of Education   National Technical Assistance Center on Transition   Continuous Improvement and Monitoring System   Michigan Rehabilitation Services  Michigan Department of Education Office of Special Education

78 Thank you! Michigan Department of Education Office of Special Education