1. Pre-test Please come in and complete your pre-test.

2. Building High Quality Transition Plans Through Compliance Alison Lowenthal Secondary Special Education Coordinator Sponsored by: Idaho State Department of Education Division of Special Education alowenthal@sde.idaho.gov

3. Norms Take charge of your own learning Presume positive intentions Delay distractions Ask questions Take care of your personal needs

4. Objectives To provide participants with: information on the changes to the secondary IEP forms; the skill to write high quality transition IEPs compliant with federal and state requirements; new resources and tools to impact practice; ways to support your students’ future life goals.

5. Purpose of IDEA “To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, training, employment, and independent living”. “Subpart A of the Part B Regulations Title 34: Education PART 300.1”

6. 20 Indicators In order to operationalize the law and assure consistent and standardized data, OSEP created a list of 20 Indicators: 4 of 20 indicators relate specifically to transition.

7. Transition Related Indicators Indicator 1: “Percent of youth with IEPs graduating from high school with a regular diploma.” Indicator 2: “Percent of youth with IEPs dropping out of high school.”

8. Transition Related Indicators Indicator 14: “Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:  Enrolled in higher education within one year of leaving high school;

9.  Enrolled in higher education or competitively employed within one year of leaving high school;  Enrolled in higher education or in some other postsecondary education or training; or competitively employed, or in some other employment within one year of leaving high school.”

10. Turn to a Partner Letter off A and B. Take a minute to think about how writing a quality IEP would help improve the post-school outcomes of a student with a disability. Person A share your thoughts for one minute. Next, person B share for one minute.

11. Transition Related Indicators 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;

12. There must also 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.”

13. To Help States Meet Indicator 13 Requirements NSTTAC (National Secondary Transition Technical Assistance Center, funded by OSEP) created the NSTTAC checklist and other resources to assist states to build capacity and improve transition planning, services, and outcomes for youth with disabilities. http://www.nsttac.org/

14. Indicator 13: Measurable Postsecondary Goals Updated Annually Transition Assessment Transition Activities Course of Study Annual IEP Goals Evidence of Student Invitation Agency Invitation

15. The New and the Old Child Count Verification OSEP (Office of Special Education Programs) visit Change in the checklist

16. Hitting a Moving Target

17. Take a Minute to Vent.

18. Opportunities Increase compliance rates; –36% compliance rates Write better transition plans; Help Students!

19. Digging Deeper into Indicator 13

20. Measurable Postsecondary Goals Required in the areas of education, training, employment/career, and, as needed, independent living. All goals must be measurable…. “the student will….” Must be an outcome and not an activity or process.

21. The IEP 1.Postsecondary Goals Select one of the following statement options to begin each postsecondary goal. Statement option 1: Within one year of graduation _____ will … Statement option 2: After exiting an 18-21 program _____ will … Statement option 3: After completion of a postsecondary program _____ will … Required Education and Training: (must have two goals if the skills are different) Employment/Career: Independent Living (When appropriate):

22. Compliant Postsecondary Goals 1.Postsecondary Goals Select one of the following statement options to begin each postsecondary goal. Statement option 1: Within one year of graduation _____ will … Statement option 2: After exiting an 18-21 program _____ will … Statement option 3: After completion of a postsecondary program _____ will Required Education and Training: Within one year of graduation, Nate will be attending Boise State’s Kinesiology program to study to be an athletic trainer Employment/Career: Within a year of graduation, Nate will be employed part time in the athletic department to fund living expenses. Independent Living (When appropriate):His IEP team did not think an independent living skills goal was appropriate for Nate.

23. Turn to a Partner Review who was person A and B. Take a minute to think about what has changed in how you write a postsecondary goal and the change in the IEP forms. Person B share changes with person A. Person A clarify if any additional changes have been made.

24. Updated Annually Current IEP includes measurable postsecondary goals.

25. The IEP Document date: Postsecondary Goals Page ___ of ___ Students Ages 15-21

26. Compliant Updated Annually Document date: Postsecondary Goals Page ___ of ___ Students Ages 15-21 This date is less than a year old 2/13/13

27. Transition Assessment Leads to the development of the postsecondary goals Completed annually Could consist of formal, informal assessment in the area of education, training, vocational, functional, self- determination, etc.

28. The IEP 1.Assessment Summary for Transition Services Planning (maintain cumulative record of assessments): Transition Assessment Tool: Date:Summary of Results:

29. Compliant Transition Assessment 1.Assessment Summary for Transition Services Planning (maintain cumulative record of assessments): Transition Assessment Tool: Date:Summary of Results: Interest Inventory9/2/12Work in the medical field and that he enjoys sports Self-Directed Search10/4/12Indicates the need to attend a college or community college for training in the medical field. Transition Planning Inventory 1/13/13Strengths are in the areas of community participation, independent living and interpersonal relations, an area of need is self-determination Records review2/4/13His 8 th grade ISAT score in math was a 234, which put him at a proficient level. His 8 th grade ISAT score in reading was 203 (below basic)

30. Transition Activities You must list activities in education, training, career/employment, and community for every student. Activities must be individualized, specific, and include related services if appropriate. Activities must provide the student with help to achieve his or her postsecondary goals.

31. Turn to a Partner Take a minute to think about what has changed in how you write transition activities. Person A share changes with person B. Person B clarify if any other additional changes have occurred.

32. The IEP 1.Transition Activities (maintain cumulative record of transition activities and list special education teacher or case manager or transition teacher in all the required areas below as person responsible): Transition Activities Position Responsible Start Date Status* Comp letion Date Required A. Postsecondary Education and Training: B. Employment/Career: C. Community Participation:

33. The IEP Transition Activities Position Responsible Start Date Status* Compl etion Date IEP Team Must Consider D. Independent Living: E. Adult Services: F. Related Services: *Status Code:1= Completed3= Not Started…(why) 2= In Progress…(status) 4= No Longer Applicable… (why)

34. Compliant Transition Activities Please refer to Nate Potter’s IEP to view readable examples.

35. Course of Study Must include a multi-year description of the courses Must be specific and individualized to the student Attaching a list of Idaho graduation requirements will not meet compliance

36. The IEP School Year Grade Level List courses to be taken each year (must list all courses 9-12 th grade). At least one course must be included to help reach Postsecondary Goals Credits Earned Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Ages 18- 21

37. Compliant Course of Study 12/13Grade 9 English1, Physical Science, Algebra, Physical Education, Reading Intervention, Computers, Drama 13/14 Grade 10 English II, Biology, Geometry, World History, Art I, Reading Intervention, Trainer Job Tryout 14/15 Grade 11 English III, Speech, Economics, U.S. History, Chemistry, Study Skills, Drawing 15/16 Grade 12 English IV, Government, Algebra 2, Health, Anatomy and Physiology, Study Skills

38. Annual IEP Goals Must move the student to achieving his or her postsecondary goals Must use the same measurement as the annual goal PLOP Must include a target skill and condition Must include criteria, procedure, and schedule for meeting the goal

39. The IEP B.Present Level of Performance: How does the student’s disability affect his or her involvement in and progress in the general education curriculum? List the student’s current level (baseline data) and the assessment where the data was obtained. (State how the goal links to the postsecondary goal).

40. Compliant Annual Goal B.Present Level of Performance: How does the student’s disability affect his or her involvement in and progress in the general education curriculum? List the student’s current level (baseline data) and the assessment where the data was obtained. (State how the goal links to the postsecondary goal). Nate continues to make small gains in reading fluency. His AIMSweb CBM progress data indicate that he reads approximately 58 WPM at a 9 th grade level which puts him below the 10 th percentile of reading in his grade. He should be reading at 146 WPM to read at the 50 th percentile. He can read a 6 th grade level text, which is his identified grade level of reading, at 140 WPM, which puts him at a 50 th percentile for 6 th grade. Nate has an 88 point gap between his current fluency levels and the fluency levels needed to read grade level texts. He will need to decrease this gap to be able to read college level texts in college.

41. Evidence of Student Invitation Must include the student’s name on the meeting invitation letter or contain documentation that the student was invited prior to the IEP meeting. Inclusion of the student’s name listed on the Notice of Meeting does not constitute an invitation.

42. The IEP Dear (Student) We would like to meet with you regarding your educational program. The meeting is about planning your future. You are the key person in this planning, so it is important that you attend.

43. The IEP Dear Nate Potter (Student) We would like to meet with you regarding your educational program. The meeting is about planning your future. You are the key person in this planning, so it is important that you attend.

44. Turn to a Partner Take a minute and celebrate how easy it will be to be compliant with student invitation (yay!)

45. Agency Invitation An adult agency is required to be invited to the IEP meeting when that agency is likely to provide and/or pay for transition services within the next year. The IEP Team may choose to invite an agency representative earlier in the planning process. Evidence that this area is compliant will be determined by reviewing the student’s IEP file for both PARENTAL CONSENT and the AGENCY INVITATION. That is the only way to document that the parental consent was obtained prior to the agency invitation.

46. The IEP 1.Agency Participation Were any outside agencies invited to attend the IEP Team meeting? Yes, with documentation of written consent dated prior to agency invitation Date of written/verbal consent Date of outside agency invitation (Prior to Invitation) (Following consent) No If “No” specify reason: (If verbal consent is given and documented in Parent Contact Log, IEP Team must obtain written consent by/on the date of the IEP Team Meeting.)

47. Compliant Agency Invitation 1.Agency Participation Were any outside agencies invited to attend the IEP Team meeting? Yes, with documentation of written consent dated prior to agency invitation Date of written/verbal consent Date of outside agency invitation (Prior to Invitation) (Following consent) No If “No” specify reason: Nate is 15 and at this time his IEP team doesn’t think it is needed to invite an adult agency to his IEP meeting (If verbal consent is given and documented in Parent Contact Log, IEP Team must obtain written consent by/on the date of the IEP Team Meeting.)

48. Compliant Agency Invitation 1.Agency Participation Were any outside agencies invited to attend the IEP Team meeting? Yes, with documentation of written consent dated prior to agency invitation Date of written/verbal consent 2/1/13Date of outside agency invitation 2/1/13 (Prior to Invitation) (Following consent) No If “No” specify reason: (If verbal consent is given and documented in Parent Contact Log, IEP Team must obtain written consent by/on the date of the IEP Team Meeting.)

49. Turn to a Partner Take a minute and celebrate how easy it will be to be compliant with agency invitation (yay!)

50. Implementation Dip.

51. Other Changes to IEP College Entrance Exam Goals and Objectives Page Services Page Accommodations Page State and District Accommodation Page

52. 9. College Entrance Exam IEP Team Consideration Student will take (select one): SAT (State Funded)ACT ACCUPLACER (State Funded) Compass If accommodations are needed, request no later than 10 th grade. Consent for accommodation must be given prior to request Student is exempt from taking college entrance exam (if appropriate) Student participates in ISAT-Alt and the IEP Team has determined student will be exempt or Designation of non-reportable score by College Board X X

53. Goals and Objectives Please refer to Nate Potter’s IEP to view readable examples. –PLOP must include baseline based on assessment data. –Goal must align to baseline data. –Evaluation Method must be the same assessment used to determine baseline and check method ( monitor/chart progress, specific assessment or rubric ) and write in the name of the assessment. – Schedule of Data Collection must be checked (hourly, daily, weekly, Bi-weekly, other).

54. Services and Other Considerations Please refer to Nate Potter’s IEP to view readable examples. –Position Responsible is the certified staff –Service Implementer is the person providing the service to the student –List all Related Services

55. Services and Other Considerations Service Position Responsible Start Date Duration Supplementary Aids and Services: allow students to be educated with non-disabled peers to the maximum extent in general education (examples: collaboration time, parent or staff training, consultative services). Collaboration with general education – behavior SPED Teacher2/13/1312 months

56. Secondary IEP Accommodation Please refer to Nate Potter’s IEP to view readable examples. –Check next to any accommodation needed by the student. Caution… More is not better, just select what is needed by the student. – Accommodations/adaptations provided on state/district wide assessments must be provided as a part of the regular instructional program.

57. Secondary State/District Assessment Accommodations. 17. College Entrance Exam Accommodations: accommodation requested to the College Board (if appropriate) Describe:(only list accommodations that will be requested for College Entrance Exam Testing from the College Board) 16. Participation in State/District Assessment Accommodations/adaptations provided on state/district wide assessments must be provided as a part of the regular instructional program.

58. Secondary State/District Assessment Accommodations. 17. College Entrance Exam Accommodations: accommodation requested to the College Board (if appropriate) Describe: Write in test booklet, 50% extra time (5 hrs. and 25 minutes), breaks as needed

59. Any Questions

60. Special Education Statewide Technical Assistance (SESTA ) Center for School Improvement & Policy Studies, BSU Gina Hopper SESTA Director ginahopper@boisestate.edu Sydney Fox SESTA Program Manager sydneyfox@boisestate.edu Katie Bubak SESTA Coordinator katiebubak@boisestate.ed u David Klungle SESTA Program Coordinator davidklungle@boisestate.e du

61. www.idahotc.com Find the following on the ITC: Statewide Calendar Online Training Registration Online Communities Webinars Resource Links Inservice Credit Offerings Cari Murphy Project Director Shawn Wright Webmaster/ISD Jesse Hewitt Web Specialist Ben Troka Web Specialist Email: itc@uidaho.edu Housed at: Center on Disabilities and Human Development, University of Idaho

62. Idaho Training Clearinghouse Cari Murphy carilee@uidaho.edu Autism Supports Barbara Broyles bbroyles@uidaho.edu Professional Development Robin Greenfield rgreen@uidaho.edu Assistive Technology Technical Assistance Janice Carson janicec@uidaho.edu

63. Contact Information: Alison Lowenthal alowenthal@sde.idaho.gov alowenthal@sde.idaho.gov