Transition-Rich IEPs Jennifer Hill, Project Coordinator, Western Michigan University

A K A Creating synergy by merging compliance with “best” practice

Topics for This Morning  State accountability requirements  Effective practices  Developing transition-rich IEPs  Resources for guiding IEP development

Our Challenge  How do we link what we’ve learned from transition research with practices in our schools and communities? Research Practice Compliance

Critical Interrelationship Establishing transition education and services Developing individual student IEPs Preparing students for the future

Context for Improving Practice Factors  IDEA  State and local policy  Community  Effective practices

IDEA Accountability Mandates  Continuous Improvement Monitoring Process (CIMP) – Compliance with IDEA  State Performance Plan (SPP)  Annual Performance Report (APR)

IEP Requirements – 2004 IDEA – Statute: Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter

IEP Requirements – 2004 (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate independent living skills;

IEP Requirements – 2004 (bb) the transition services (including courses of study) needed to assist the child in reaching those goals; and

IEP Requirements – 2004 (cc) beginning not later than 1 year before the child reaches the age of majority under state law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majority.

SPP and APR  State’s plan to meet and state’s performance on 19 indicators (Part B)— 4 specific to transition 1.% of youth who graduate 2.% of youth who drop out 13.% of youth with transition components in the IEP 14.% of youth who achieve post-school outcomes

Indicator 13 – Content of IEPs  Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post-secondary goals. [20 U. S. C (a)(3)(B)]

Critical Interrelationship Quality IEPs Staying in School Graduating Achieving post- school outcomes

Using Transition Indicators to Improve What We Do Post-School Outcomes ~Indicator 14~  Postsecondary education and/or training  Employment  Independent living Dropping Out ~Indicator 2~  Why?  Appropriate programs?  Address student and family needs? Graduation ~Indicator 1~  Expectations and standards?  Various pathways available?  Linkage to post-school environments? What’s the Quality of Our IEPs? ~Indicator 13~  Measurable post-school and annual goals  Transition-related assessments  Course of study, services, and activities  Coordination of services N ot so good? Good? Why? Why Not?

What Do Your # 13 Data Say?  Are measurable postsecondary goals included?  Is the PLAAFP information based on age- appropriate assessments?  Do annual transition goals connect with the postsecondary goals? Are they measurable?  Do transition activities and services, including course of study, align with postsecondary goals?  Is responsibility designated?

What’s the Quality of Our IEPs?  What makes a quality individual educational program?  Remember – words on paper do not a program make!

Elements of Transition-Rich IEPs  Measurable postsecondary goals  Present level of performance – based on age-appropriate assessments  Annual transition goals  Transition activities and services, including course of study  Designated responsibility

A Transition-Rich IEP “Transition” assessment/Present level of achievement Annual IEP Transition Goals Annual activities (e.g., instruction) and services, including course of study Designated responsibility Measurable postsecondary goals

What Resources are Available?  NSTTAC Indicator 13 Checklist NSTTAC Indicator 13 Checklist  NSTTAC’s training materials  Web-based examples and non-examples 

A Transition-Rich IEP Measurable postsecondary goals

Measurable Post-School Goals  Is it outcome-oriented?  Can it be counted?  Will it occur after the student leaves secondary education?  Are goals for education or training AND employment addressed?

Measurable Post-School Goals  Jamal will work in his uncle’s printing business  Karen will attend KVCC in the medical technology (radiology) program and work in the health care industry  Sophie will work part-time in a retail entertainment store, with assistance from an employment specialist

Measurable Post-School Goals?  Jane will attend the tech center to gain job training in the area of community services.  Jane will visit local tech center health program.  Jane will attend the vocational school to obtain further skills in childcare program.  Jane will improve knowledge of local HE sites by increasing the number of sites visited from 0 to 5.

A Transition-Rich IEP Measurable postsecondary goals Assessment/Present level of achievement

Assessment-Based PLAAFP  What kinds of assessments?  Are they age-appropriate?  Are they valid and reliable for the students you are assessing?  Who administers assessments?  When? How Often?

Assessment-Based PLAAFP  How are results shared with students?  How are results “tracked” over time?  How are results used to develop goals and courses of study, and to determine service needs?

Transition-Focused Assessment Student Development Student- Focused Planning

Information Needs for Accountability  Student’s present level of achievement and functional performance  Supports and accommodations needed  Student’s performance regarding state standards and benchmarks

Information Needs for Student- Focused Planning Temperament Learning Preferences & Styles Background Information Worker/ Personal Characteristics Vocational & Occupational Skills Interests Aptitudes Functional/Life Skills Supports and Accommodations

A Transition-Rich IEP Annual IEP Transition Goals Measurable postsecondary goals Assessment/Present level of achievement

Annual Transition-Related Goals  What needs to be achieved this year to help students move toward their postsecondary goals?  What do they need to learn?  Is the goal measurable?  Is it outcome- rather than process-oriented?

Annual Transition-Related Goals  Susan will master the skills of “Information processing” – COMP 1001  Susan will develop basic awareness of computing occupations  Susan will develop awareness of postsecondary educational programs for computing occupations  Susan will develop basic understanding of her accommodation needs in a computing environment

A Transition-Rich IEP Annual IEP Transition Goals Measurable postsecondary goals Assessment/Present level of achievement Annual activities (e.g., instruction) and services, including course of study

Annual Activities and Services Remember—”a coordinated set of activities”  How will the student learn what he/she needs to learn this year?  What kind of instruction will occur to help the student attain the annual goals?  What is the student’s course of study?  What community experiences?  What services?

Annual Activities and Services  Susan will participate in the computer club with support from James and Josie (peers)  Mr. Jones (SPED) will work with the OT, Susan, and CTE teacher to develop adapted workspace  Ms. Smith (VR) and Mr. Tate (school counselor) will work with Susan to identify and analyze local colleges, their programs, and services

A Transition-Rich IEP Annual IEP Transition Goals Designated responsibility Measurable postsecondary goals Assessment/Present level of achievement Annual activities (e.g., instruction) and services, including course of study

Designated Responsibility Refers to concept of “coordinated”  Who is responsible for doing/coordinating/implementing the activity or service?  Who will be held accountable?

Designated Responsibility  Susan will participate in the computer club with support from James and Josie (peers), Susan’s dad will provide transportation home  Mr. Jones (SPED) will work with the OT, Susan, and CTE teacher to develop adapted workspace  Ms. Smith (VR) and Mr. Tate (school counselor) will work with Susan to identify and analyze local colleges, their programs, and services

Context for Improving Practice Factors  IDEA  State and local policy  Community  Effective practices

Effective Transition Practices  How do we implement?  What do they “look like?”  When do they happen?

Student-Focused Planning Student Development Interagency Collaboration Program Structures Family Involvement Taxonomy for Transition Programming

Student-Focused Planning  IEP Development  Student Participation  Planning Strategies

Student Development  Life Skills Instruction  Employment Skills Instruction  Career & Vocational Curricula  Structured Work Experience  Assessment  Support Services

Important Relationship  Student-focused planning = the process for developing a student’s IEP  Student Development = the “stuff” of the educational program

Reflect on Your Programs Student-Focused Planning  What assessment information is used in planning?  How do the students use the assessment information?  Do your students know they have an IEP?  Do they understand what’s in their IEP?  Are your students meaningfully involved in developing their IEPs?

Reflect on Your Programs Student-Focused Planning  What happens during the IEP planning process?  How do students contribute to the IEP process?  How are students’ classes and schedules determined?  How does the student evaluate his/her progress?

Reflect on Your Programs Student Development  Do students have access to a variety of experiences  Academic, occupational, and social?  Do student’s know the accommodations they need?  What assessment information is collected? When? How? Who collects it?  Do general ed and CTE teachers work effectively with students with disabilities?

Resources  NSTTAC Indicator 13 Checklist  O’leary’s TOP’s checklist  NSTTAC’s training materials  Web-based examples and non-examples  