1. Transition IEPs: Lessons Learned From Across the State
9/19/2018
Nicole Norvell, Director of Special Education,
Indiana Department of Education
And
Teresa Grossi, Director,
Secondary Transition Resource Center
Center on Community Living and Careers
Indiana Institute On Disability and Community
Indiana University

2. Purpose of Today Highlight reasons why IEPs were found non-compliant
Highlight what to do and what not to do
Understand the review process
Answer as many questions as possible
Provide you with additional resources
9/19/2018

3. Review Process 65,536 STNs were given for randomization
3250 were randomly selected based on 5% of the district’s numbers or minimum 5 and maximum 25 per district
2978 IEPs were used in the database
Reasons for disregarding other IEPS:
Not of age (13)
Not within school year
IEP couldn’t be found
9/19/2018

4. Student Invited to the IEP
93% across the state
Some needed to be verified if the Invite list was not accessible and/or the student did not attend
9/19/2018

5. Measurable Postsecondary Goals
Improved progress over the years:
9/19/2018
Education/
Training
Employment
Ind. Living
Can the goal(s) be measured?
88%
87%
84%
Will the goal(s) occur after the student graduates/transitions from school?
95%
89%
Based on the information available, does the post-secondary goal seem appropriate for this student?
94%

6. Measurable Postsecondary Goals
Has to occur after high school
Often used non-measurable terms such as “seek”, hopes to find”, “maybe get”, “not really sure but…”, “wants to”
Measurable terms- “I will : obtain, attend, work, receive on-the-job training, participate in, use, enroll, get a job, live.
Too much verbiage or two or three goals where the reviewer was having to decipher the actual goal.
9/19/2018

7. Measurable Postsecondary Goals
Many did not put N/A for Independent Living Skills Goal and when based on data not sure if it was needed. Therefore, an annual goal and transition services weren’t addressed.
If N/A for ILS, must provide justification via transition assessment or other evidence.
Student goal is to be a “lawyer” yet obtaining a certificate – no indication what the school (e.g., transition assessment or transition activities) to help make the informed decision.
9/19/2018

8. Evidence that Postsecondary Goals Were Based Upon Transition Assessments
9/19/2018
Education/
Training
Employment
Ind. Living
Is there evidence that the measurable post‐secondary goals were based upon
an age‐appropriate transition assessment?
77%
64%

9. Evidence that Postsecondary Goals Were Based Upon Transition Assessments
9/19/2018
A summary of findings would be provided but didn’t say how they obtained the data (what assessment was used)
Some just listed the assessments but didn’t summarize the findings
Others used the same assessment for all students and even wrote it in be the assessment for next year
Some just didn’t do the assessment; left it blank or talked about CORE 40/ECA

10. Evidence that Postsecondary Goals Were Based Upon Transition Assessments
9/19/2018
Remember: Transition assessment is an ongoing process we build upon it over the years to help the student identify strengths, preferences, interests and needs.
For more information Mary Held or

11. Postsecondary Goal Updated Annually
9/19/2018
Education/
Training
Employment
Ind. Living
Is there evidence that the measurable post‐secondary goals were updated annually
98%
96%
Most were fine unless there wasn’t a postsecondary goal

12. Documentation of Diploma/Certificate
9/19/2018
Is there documentation regarding whether the student will pursue a high
school diploma or certificate of completion
99%

13. Measurable Annual Goals
9/19/2018
Education/
Training
Employment
Ind. Living
Is (are) there measureable annual Transition IEP goal(s) that reasonably
enable the student to meet his/her post‐secondary goals?
90%
85%

14. Annual Goals
(6) (A) A statement of measurable annual goals, including academic and functional goals designed to support and align with the student's postsecondary goals, that meet:
(i) the student's needs that result from the student's disability to enable the student to be involved in and make progress in the general education curriculum; and
(ii) each of the student's other educational needs that result from the student's disability.
(B) For students who participate in alternate assessments aligned to alternative academic achievement standards, a description of benchmarks or short-term objectives. [Article7: 511 IAC ]
9/19/2018

15. Measurable Annual Goals
Quite a number indicted to “pass a class”; meet a percentage (e.g., 75% or better) of the Grade-level Academic Standards”, or earn credits
Goals would only state the measurement or criteria
Goals didn’t always match what was in the “needs section”, disability needs, or present level baseline data.
Had a ILS goal for a postsecondary but no annual goals
If you state “ ___ will increase her mastery of Math Computation from 60%-75% by completing the following elements at 85% accuracy”- then list the 2-4 elements or standards and make sure they are related and specific to math computation.
9/19/2018

16. Transition Services
9/19/2018
Education/
Training
Employment
Ind. Living
Are there transition services in the Transition IEP that focus on improving
academic and functional achievement of the student to facilitate their movement
from school to post‐school?
77%

17. Transition Services
Quite a number of IEPS gave all the responsibility to the student/parent—schools must have responsibility
Some IEPs had completion dates outside the life of the IEP
Some didn’t have anything listed or could not determine the meaning. For example, “monitoring”, “transition”, “vocational”.
Some were not age –appropriate (e.g., 7th grader research colleges)
Some listed everything they would do from now until graduation—remember 1 year of services/activities with the IEP year.
9/19/2018

18. Transition Services
Quite a number of IEPS gave all the responsibility to the student/parent—schools must have responsibility
Some IEPs had completion dates outside the life of the IEP
Some didn’t have anything listed or could not determine the meaning. For example, “monitoring”, “transition”, “vocational”.
Some were not age –appropriate (e.g., 7th grader research colleges)
Some listed everything they would do from now until graduation—remember 1 year of services/activities.
9/19/2018

19. Transition Services Likely to be Paid for or Provided by Others
Education/
Training
N= 69
Employment
N =70
Ind. Living
N=32
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?
86%
87%
32%
9/19/2018

20. Paid or Provided by Others
IEPs that were out of compliant were mainly due to assigning services/activities to a participating agency (e.g., Vocational Rehabilitation, BDDS, Medicaid Waiver), without the agency being present OR no consent provided.
Must have the consent form signed prior to the invite or talking to the participating agency (not a school agency)
9/19/2018

21. Course of Study
Education/
Training
Employment
Ind. Living
Do the transition services include a course of study that focuses on improving
the academic and functional achievement of the student to facilitate their
movement from school to post‐school?
94%
97%
9/19/2018

22. Course of Study - Defined
Courses of study are “a multi-year description of coursework (necessary) to achieve the student’s desired post school goals”. [Storms, O’Leary, & Williams, 2000 Transition Requirements, p. 8]
Courses of study focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school. [NSTTAC]

23. Course of Study Some just put “diploma”
Others didn’t have anything at all
Where is the course of study? Most state it can be found in the guidance counselor’s office.
Remember: Does the course of study (instructional program of study) or list of courses of study align with the student’s identified postsecondary goals?
9/19/2018

24. Course of Study
In Indiana we have basically 2 course of studies – Core 40 and General Diploma with a specific career academic sequence.
For students on Certificate – you can list the classes or sometimes it is assumed when stated “ life skills” for “Functional Curriculum”.
Middle school- you should list the courses the students is taking to reach Core 40 or General Diploma.
Again—they course of study needs to be “found” somewhere if a site visit occurs (e.g., Guidance Counselor’s office).
9/19/2018

25. (we have them in the office)
Resources
Indiana Secondary Transition Resource Center-
Contact Teresa Grossi at
( )
Tuesday’s Transition Tips for Teachers
Transition Resource Guide and Student Folders
Is College For You: Setting Goals and Taking Action
How to Choose an Employment Provider
(we have them in the office)
OR contact Teresa
9/19/2018

26. Resources Coming Soon to A Tuesday Tip Near You!!!!!
Community Resource Map
Modules:
Transition IEPs-
Vocational Rehabilitation Services-
Transition Assessment -
Writing Good Transition IEP Annual Goals -
Coming Soon to A Tuesday Tip Near You!!!!!
9/19/2018

27. Coming Soon: November 1, 2011
Title: Transition Assessment for Students with Severe and Multiple Disabilities Presenter: James Martin, Ph.D., Director Zarrow Center at the University of OK Time: 3:15 -4:30 PM (Eastern Time) Register (free):
9/19/2018

28. THANK YOU
9/19/2018