Indicator 13 Kentucky Transition Compliance

Indicator 13 Kentucky Transition Compliance
Apr-19 Indicator 13 Kentucky Transition Compliance Since the 2004 IDEA Reauthorization, the federal Department of Education has put increasing pressure on states to come into compliance with IDEA. KDE believes that the focus of special education needs to be on educational outcomes for students with disabilities as well as compliance with IDEA. However, KDE is in danger of having sanctions levied against the Department if Kentucky districts are out of compliance with IDEA, especially those districts that are out of compliance for more than one year. As a result of such sanctions, KDE would have no choice but to apply the same sanctions to the local districts. Based upon assurances KDE has made to the federal government, KDE will be notifying districts that are out of compliance with IDEA for more than a year that they will be required to participate in mandatory training on a variety of issues. Referencing Kentucky Compliance Record Review School Year

Apr-19 Pre-Test

Apr-19 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)) This is indicator 13 as stated in the Annual Performance Report. 3 3

Apr-19 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)) We recognize that there are “Sub-indicators” of Indicator 13. You’ll notice on this slide, the sub-indicator: appropriate measurable postsecondary goals. 4 4

Apr-19 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)) You’ll notice on this slide, the sub-indicator: goals are annually updated. 5 5

Apr-19 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)) You’ll notice on this slide, the sub-indicator: goals are based on age appropriate transition assessment. 6 6

Apr-19 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)) You’ll notice on this slide, the sub-indicator: transition services. 7 7

Apr-19 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)) You’ll notice on this slide, the sub-indicator: transition services include course of study. 8 8

Apr-19 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)) You’ll notice on this slide, the sub-indicator: annual IEP goals relate to the student’s transition service needs. 9 9

Apr-19 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)) You’ll notice on this slide, the sub-indicator: the student is invited to the ARC meetings. 10 10

Apr-19 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)) You’ll notice on this slide, the sub-indicator: other agencies who may provide or pay for transition services are invited to the meeting (with parent/student consent). 11 11

Indicator 13 – Training Objectives
Apr-19 Indicator 13 – Training Objectives To become proficient in the use of the Kentucky Record Review document in order to meet compliance for Indicator 13 To understand appropriate methods of documenting Indicator 13 compliance KDE’s Division of Exceptional Children Services has aligned the Record Review items 49a-I with the APR’s Indicator 13 sub-indicators that we have just reviewed. Our training objectives for today are: To become proficient in the use of the items 49a-i of the Kentucky Record Review in order to meet compliance for Indicator 13 To understand appropriate methods of documenting Indicator 13 compliance

Kentucky Indicator 13 “Sub-Indicators”
Apr-19 Kentucky Indicator 13 “Sub-Indicators” 49a Postsecondary Goals 49b Transition Services 49c Agency Involvement 49d Consent for Agency Invitation 49e Multi-year Course of Study 49f Related Annual Goal(s) 49g Transition Assessment 49h Student Involvement 49i Annual Update Let me begin the session by clarifying that today’s presentation will focus only on how to document the nine transition requirements to meet compliance for Indicator 13. This is not to take away from other transition-related requirements in IDEA, or the KARs, as these are covered in more comprehensive Transition Training sessions.. We focus on these nine requirements because they are the “sub-indicators,” if you will, of Indicator 13 of the State Performance Plan and Annual Performance Report. The Kentucky Department of Education (KDE) has to report the monitoring findings of these seven indicators to the Office of Special Education Programs (OSEP) in Washington each year. Since we have been reporting our monitoring data for Indicator 13, we have had less than the required 100% compliance rate. This is one of the reasons Kentucky has been determined a state that “needs assistance” by OSEP. As a result, OSEP requires that KDE ensure that any noncompliance found in a local district be corrected within one year. OSEP also clarifies that they mean that any noncompliance found in any individual student’s record is to be corrected within one year (unless, of course, the student leaves the district’s jurisdiction).

connections are included to show the direct correlation
Apr-19 College and Career Readiness (CCR) connections are included to show the direct correlation between CCR and IEP components. College and Career Readiness (CCR) connections are included to show the direct correlation between CCR and IEP components.

Indicator 13 – Kentucky Apr-19
Now, we’ll start with an overview of the nine requirements. You are probably very familiar with them since they are listed on the Compliance Record Review Form. The Kentucky record review forms can be downloaded from Kentucky’s (KDE) website. Let’s review them by looking at the Compliance Record Review Form, Item #49a-I, 49, and 50. (Page 2 of Kentucky Transition Requirements handout) This is a short version of item #49a-i, 49, and 50 of the Kentucky Compliance Record Review Form, which is the data point for collecting data on Indicator 13. First, read the initial directions for the indicator: “By the child’s 16th birthday, the IEP meets all (or nothing) the following (a-i) requirements: (Mark Y if all the requirements listed below are Y. Mark N if one or more of the requirements listed below are N). Mark this item “NA” if the child is not yet 16 as of the date of this record review, and skip to #50). This means that if on the day that you are reviewing the student’s record, the student is 16 years old – the requirements have to be documented. The requirements are for IEPs that are in effect when the student is 16. The Record Review Directions Document states it like this: Mark “YES” if all the requirements listed below are “YES” Mark “NO” if one or more of the requirements listed below are N. Mark “NA” if the child is not yet 16 as of the date of this record review, and skip to #50. As we go through our session, I will guide you to do the following to check for compliance: 1. Examine the wording of each of the nine sub indicators - requirements for Indicator 13. 2. Review the directions for how to document the requirement based on the Record Review Directions Document. Discuss examples of how each requirement might look as documented in the student’s due process folder. As you look through the examples, you will notice that we used the state mandated IEP form sections to present the examples.

Postsecondary Goals Apr-19 Handout: Kentucky Transition Requirements
Let’s begin with 49a. Look at the Record Review Directions (page 3 of Kentucky Transition Requirements handout) for 49a. You’ll see “Look for” and “Directions” in bold print as well as the sub-indicator wording. Presenter: Read/Go over slide.

Apr-19 CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and “Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about postsecondary goals and transition services. CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and “Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about postsecondary goals and transition services.

Postsecondary Goals Apr-19
Now let’s look at some examples and documentation of postsecondary goals. Look at page 3 of the Kentucky Transition Requirements handout. All students must have an education/training goal AND an employment goal. These goals are written to reflect what the student will do after graduating or exiting high school. Postsecondary goals are to be documented by the ARC on the IEP form. On the last page of the IEP, the ARC uses the section where the postsecondary goal(s) are to be documented titled “Postsecondary Goal(s).”

Apr-19 To document in Infinite Campus, use the 16+ IEP, go to the “Transition Services (16)” editor. Type the postsecondary goal statement(s) under the heading “Postsecondary Goal(s) Related to Education/Training, Employment, and if needed, Independent Living.” Look at page 4 of the Kentucky Transition Requirements handout.

Additional Examples: Postsecondary Education/ Training and Employment Goals
Apr-19 After high school, Jodi’s goal is to improve job skills through a job training program to be able to work in a retail setting. After graduation, Glenn’s goal is to continue on-the-job training and work at his family’s business (farm) After high school, Jeremy’s goal is to improve his social, self-advocacy, and self-care skills by attending instruction at a center-based adult program to be able to be employed part-time in a local business with supports Notice the color-coding on this slide. Red= Ed/Training Green = Employment Refer to handout, pages 4-5, for additional examples.

Apr-19 Non -Examples: Postsecondary Goals for Education/ Training and Employment After high school, John plans to attend the community college near his home. (Education/Training) John wants to manage the computer labs at the college he attends. (Employment ) John hopes to work in the field of information technology when he graduates. (Employment) These are some non-examples of postsecondary goals. These goals do not meet I-13 standards for 49a for the following reasons: “plans to” and “wants to” and “hopes to” do not indicate an observable behavior (all examples) It is not clear whether the goals take place after graduation from high school (second example)

Sample Formula for Developing Education/Training and Employment Goals
Apr-19 Sample Formula for Developing Education/Training and Employment Goals ________________ ___________’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) _________________________ to be able to __________________________. (education/training behavior (employment behavior – where where and how ) and how) Here is a sample formula for writing postsecondary goals. This is a sample and only one way to develop goal statements.

After High School Allison’s goal is to
Apr-19 After High School Allison’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) attend a 4-year college and take coursework leading to a major in the area of Child Development (education/training behavior - where and how ) to be able to become an early childhood education teacher. (employment behavior – where and how) Here is a sample formula for writing postsecondary goals. This is a sample and only one way to develop goal statements.

Examples: Postsecondary Independent Living Goals
Apr-19 Examples: Postsecondary Independent Living Goals Upon completion of high school, Jeremy will independently prepare for work each day, including dressing, making his bed, making his lunch, and accessing transportation. After graduation Rolanda will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with her regarding needs, wants, and desires. After graduation, Kevin will continue to live with his parents and will participate in his daily care routines to the maximum extent possible. In addition to the required areas of education/training and employment, some students will have PS goals to cover all three areas: Education/Training, Employment, and Independent Living.

Non-Examples: Postsecondary Independent Living Goals
Apr-19 Non-Examples: Postsecondary Independent Living Goals Rolanda will rely on her family to attend to her daily routines (e.g. feeding, dressing, bathing, activating small appliances / media devices, choice making, etc). Rolanda wants to attend community dances sponsored by the local YMCA. Lissette will inquire about the obligations and responsibilities of getting an apartment. These are non-examples of independent living postsecondary goals. These goals do not meet I-13 standards for Item #1 on for the following reasons: Relying on families is not an independent living skill (first example) “wants” is not an observable behavior (second example) It is not clear goals will be obtained after high school (all examples)

Sample Formula for Developing Independent Living Goal
Apr-19 Sample Formula for Developing Independent Living Goal ________________ ___________’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) _________________________ (independent living behavior – where and how) Here is a sample formula for writing postsecondary goals. This is a sample and only one way to develop goal statements.

After High School Jodi’s goal is to
Apr-19 After High School Jodi’s goal is to (After high school) (Student) (After graduation) (Upon completion of high school) assume responsibility for a share of living expenses by saving money earned at work and following a budget set by Jodi and her parents. (independent living behavior - where and how ) Here is a sample formula for writing postsecondary goals. This is a sample and only one way to develop goal statements.

Jeremy’s Postsecondary Goals
Apr-19 Jeremy’s Postsecondary Goals After high school, Jeremy’s goal is to improve his social, self-advocacy, and self-care skills by attending instruction at a center-based adult program and be employed part-time in a local business with supports Upon completion of high school, Jeremy’s goal is to independently prepare for work each day, including dressing, making his bed, making his lunch, and accessing transportation. For compliance, Jeremy’s profile indicated that he needs to have all three goals – education, employment and an independent living goal. Notice that the recommended way of stating the postsecondary goal is to state what the student’s goal is “after graduation” or “after completing high school.” This is to emphasize the point that postsecondary goals are goals the student has for after leaving the school system. Notice that the postsecondary goal is measurable. The expectation or behavior is explicit. It occurs or does not occur, as in the second example, Jeremy either attends a center-based adult program or he does not. Notice that some examples give more specific information than others. Depending on the age of the student or how many years are left for planning.

Apr-19 Independent Practice Review student records for compliance with Item 49a.

Transition Services Apr-19 49b
Now let’s go on to 49b. Look at page 5-6 of the Kentucky Transition Requirements handout.. You’ll see “Look for” and “Directions” in bold print as well as the sub-indicator wording. Presenter: Read/Go over slide.

Apr-19 CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about postsecondary goals and transition services. The student profiles also include information from the student about their self-assessed needs (“Your Reported Needs”). CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about postsecondary goals and transition services. The student profiles also include information from the student about their self-assessed needs (“Your Reported Needs”).

Transition Services Apr-19
Now let’s look at some examples and documentation of transition services. Look at page 6 of the Kentucky Transition Requirements handout. Transition services are services provided by the school or district, or an agency after graduation/exiting. Transition Services are to be documented by the ARC on the Transition page of the IEP. The ARC uses the section where the postsecondary goal(s) are to be documented titled “Transition Services.” Since the regulation states that transition services include course of study, one transition service that may be listed for every child is providing the course of study as outlined in their ILP/IGP. Notice that examples are given that would cover needs in various areas (instruction; related service; community experience; development of employment and other post school adult living objectives; and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation). The ARC only includes transition services that the student needs from these categories; the ARC doesn’t have to have a service noted in each category if the student doesn’t need it.

Apr-19 To document in Infinite Campus, use the 16+ IEP, go to the “Transition Services (16)” editor. Type the transition services under the heading “Transition Service.” Look at page 7 of the Kentucky Transition Requirements handout.

Examples: Transition Services (Continued)
Apr-19 Examples: Transition Services (Continued) Course of study leading to a diploma/certificate Instructional support of guided notes for lessons Instruction related to social skills in a work setting Job Shadowing Community Based Transition Work Program Assistive technology services to increase use of voice output device Physical therapy to improve independent ambulation Touring two university campuses, including admissions and disability services office There are additional examples of services in the areas of instruction, related service, community experience and development of employment and other post school adult living objectives.

Examples: Transition Services (Continued)
Apr-19 Examples: Transition Services (Continued) Vocational Rehabilitation referral to determine eligibility for services Volunteer position at St. Peter’s Kitchen Completing a career preference inventory Completing an adaptive behavior scale Completing a self-determination scale Job shadowing in a food services environment For more examples, look at page 7-14 of the Kentucky Transition Requirements handout.

Apr-19 Independent Practice Review student records for compliance with Item 49b.

Agency Involvement Apr-19 49c and d
Now let’s go on to 49c and d. Look at page of the Kentucky Transition Requirements handout.. You’ll see “Look for” and “Directions” in bold print under the sub-indicator wording. This slide presents 49c. 49d is on the next slide. This particular sub-indicator, along with 49d, is one of Kentucky’s two highest areas of noncompliance for Indicator 13. Presenter: Read/Go over slide.

Apr-19 CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and “Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about the need for outside agency involvement. The student may invite outside agency representatives to view their ILP. CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans” and “Your Career Possibilities”) as well as Individual Learning Plan (ILP) information (“Careers that Interest Me”) to inform decisions about the need for outside agency involvement. The student may invite outside agency representatives to view their ILP.

Examples: Agency Involvement
Apr-19 Examples: Agency Involvement Now let’s look at some examples and documentation of other agency involvement. Look at page 15 of the Kentucky Transition Requirements handout. If the IEP includes transition services that may be provided or paid for by another public agency, then the ARC documents that agency as the “Agency Responsible” in the section titled “Agency Responsible” on the transition page of the IEP. This documents the need to invite a representative from that agency to an ARC meeting. The ARC then invites that agency’s representative to an ARC meeting to discuss transition services. Let’s look at John’s transition services as examples. Notice that for the first five (5) transition services, only the high school is listed as the agency responsible. No outside agency is needed to provide or pay for these services. For the last two (2) transition services listed, another agency is listed. For these services, the two agencies, OVR and the Community and Technical College’s Disability Support Services Office would need to be invited. Sometimes, an ARC plans to do these types of service during the student’s senior year. In that case, the ARC might document the service as “Vocational rehabilitation referral to determine eligibility for tuition assistance during senior year” or “Apply for college and disability support service during senior year.” This shows that the ARC won’t be inviting another agency until the student’s senior ARC meeting. There are many possible transition services that a student may need and a variety of outside agencies that may provide or pay for those services. The ARC should seriously consider the assistance of outside agencies and plan accordingly. If there are no transition services listed that indicate another agency and the Notice of Invitation indicates that no other agency is needed, the conference summary notes should reflect the discussion and decisions regarding the need for other agencies.

Documenting Agency Involvement
Apr-19 Documenting Agency Involvement If an outside agency is to be invited, the ARC documents this on that meeting’s Notice of Admissions and Release Committee Meeting. As in John’s case, two agencies will be invited. Look at page 17 of the Kentucky Transition Requirements handout.

Apr-19 Documenting Agency Involvement If no outside agency is listed for any transition service on a student’s IEP, the ARC should mark “Not Appropriate at this time” on the Notice of Admissions and Release Committee meeting. Look at page 17 of the Kentucky Transition Requirements handout.

Apr-19 To document in Infinite Campus, use the 16+ IEP, go to the “Transition Services (16)” editor. Type the transition services under the heading “Agency Responsible.” Look at page 16 of the Kentucky Transition Requirements handout.

Apr-19 Documenting Agency Involvement It is also strongly recommended that the ARC discuss the need for outside agencies and record that discussion in the Conference Summary/Action Notice. It must be clear what actions the ARC is or is not taking regarding the need for outside agencies. It is also strongly recommended that the ARC discuss the need for outside agencies and record that discussion in the Conference Summary/Action Notice. It must be clear what actions the ARC is or is not taking regarding the need for outside agencies.

Example: Consent for Invitation
Apr-19 Example: Consent for Invitation The consent must not be a blanket consent for many agencies “just in case you need them”. IDEA requires that consent be informed, which means that the parent or emancipated youth must be informed as to which agencies are invited. See the sample form on page 18 of the Kentucky Transition Requirements handout. You’ve also been given a copy of this form as one of your handouts. The consent document must be clear about what period of time the consent is provided for, so that the parent (or the child, when of the age of majority) understands the permission he or she is providing. (The period though can be for longer than one year). Once consent is received, it is valid until graduation or emancipation if your district policies and procedures allow. Note: The ARC documents if no outside agency is needed at a particular meeting, If no outside agency is listed for any transition service and the Notice of Admissions and Release Committee Meeting documents that another agency is “Not Appropriate at this time,” then the Consent for Invitation is not required.

Apr-19 Independent Practice Review student records for compliance with Items 49c and d.

Multi-Year Course of Study
Apr-19 Multi-Year Course of Study 49e Now let’s go on to 49e. Look at page of the Kentucky Transition Requirements handout. You’ll see “Look for” and “Directions” in bold print as well as the sub-indicator wording. Presenter: Read/Go over slide. If the student is age 16, no matter what grade, the ARC must address this requirement. This indicator should be a part of the student’s due process folder under the KY requirements for transition beginning at the age of 14 or in the 8th grade.

Apr-19 CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans”) as well as Individual Learning Plan (ILP) information (“Course of Study”) to inform decisions about transition needs that focus on the child’s course of study. ARCs can allow the student and parent(s) to review the student’s ILP as part of the transition planning process. CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Plans”) as well as Individual Learning Plan (ILP) information (“Course of Study”) to inform decisions about transition needs that focus on the child’s course of study. ARCs can allow the student and parent(s) to review the student’s ILP as part of the transition planning process.

Documenting Course of Study
Apr-19 Look at page 19 of the Kentucky Transition Requirements handout. (If a student has not developed an ILP (i.e. transfer student from out- of- state) – the ARC can begin that process with the development of the multi-year course of study…check yes in the box and be able to evidence the multi-yr course of study) This documentation shows that the ARC considered the student’s ILP course of study (education plan) and used it to develop the Present Levels’ Transition Needs statement. The ARC includes a copy of the student’s multi-year course of study in the due process record. This can be documented in at least two different ways. One is for the ARC to print out a copy of the student’s course of study from the Individual Learning Plan (ILP). The ILP calls the course of study “education plan.” Be sure that the student has entered courses for all years up until exit year. Another way to document course of study is for the ARC to use a district form to outline the student’s course of study. Some districts do both, allowing the ARC to talk with the student regarding courses completed and courses needed with the district form that he/she may later use to update the online ILP. Either way, the important thing is for the course of study to be there and for it to cover courses from the current year to the student’s exit year. An example of one district’s course of study form is in the documents posted under “Additional Resources.” ( A point to remember is that the definition of course of study includes the clarification that the course of study is designed to achieve the student’s postsecondary goals. (See hand-out for example of course of study for ILP). It is also strongly recommended that the ARC include documentation of their discussion of the multi-year course of study in the Conference Summary/Action Notice

Apr-19 To document in Infinite Campus, use the 16+ IEP, go to the “Transition Services Needs” editor. Check the boxes in answer to the questions regarding “Needs Related to the Course of Study.” Look at page 20 of the Kentucky Transition Requirements handout.

Apr-19 Independent Practice Review student records for compliance with Item 49e.

Related Annual Goal(s)
Apr-19 Related Annual Goal(s) 49f Now let’s go on to 49f. Look at page of the Kentucky Transition Requirements handout. You’ll see “Look for” and “Directions” in bold print as well as the sub-indicator wording. Presenter: Read/Go over slide.

Apr-19 CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Skills”) as well as Individual Learning Plan (ILP) information (“My Skills”) to inform decisions about annual goals needed to enable the child to reach postsecondary goals. The student profiles also include information from the student about their self-assessed needs (“Your Reported Needs”). CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles (“Your Skills”) as well as Individual Learning Plan (ILP) information (“My Skills”) to inform decisions about annual goals needed to enable the child to reach postsecondary goals. The student profiles also include information from the student about their self-assessed needs (“Your Reported Needs”).

Documenting Related Annual Goal(s)
Apr-19 Documenting Related Annual Goal(s) On the IEP form, there is a particular place to document that an annual goal supports the student’s postsecondary goal(s)—on the annual goal page, just under the annual goal and specially designed instruction. Let’s look at an example for John. Look at page 23 of the Kentucky Transition Requirements handout. This example shows an annual goal that the ARC documents supporting only the employment goal. One thing to remember is that the ARC wouldn’t check that an annual goal supports an independent living postsecondary goal if the student doesn’t even have an independent living postsecondary goal.

Apr-19 To document in Infinite Campus, use the 16+ IEP, go to the “Transition Goals and Objectives” editor. Check the box next to the postsecondary goal(s) to which the annual goal is linked. Look at page 23 of the Kentucky Transition Requirements handout.

Documenting Related Annual Goal(s)
Apr-19 Documenting Related Annual Goal(s) The ARC may also document linkages between the annual goals and the postsecondary goals on the transition page of the IEP as shown in the example below.

Apr-19 Independent Practice Review student records for compliance with Item 49f.

Transition Assessment
Apr-19 Transition Assessment 49g Now let’s go on to 49g. Look at page of the Kentucky Transition Requirements handout. You’ll see “Look for” and “Directions” in bold print as well as the sub-indicator wording. Presenter: Read/Go over slide. If actual documentation is not contained in the due process folder, this evidence must be made available upon request. Avoid the “magic file folder system” 

Apr-19 CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles as well as Individual Learning Plan (ILP) assessment information (“Career Matchmaker,” “My Skills” and “Learning Styles”) as transition assessments to inform decisions about postsecondary goals. CCR: ARCs can use EXPLORE, PLAN, and ACT student profiles as well as Individual Learning Plan (ILP) assessment information (“Career Matchmaker,” “My Skills” and “Learning Styles”) as transition assessments to inform decisions about postsecondary goals.

Transition Assessment
Apr-19 Transition Assessment Transition assessment is the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. (From: Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997, p ) It is recommended that all students who have been on a general education track and plan on enrolling in post-secondary education or training have the following information in their files (cumulative or due process): State mandated test scores gathered during high school Quarterly or semester grades throughout high school Current psychological assessment data indicating areas of strength and weakness, while documenting the presence of a diagnosed disability College entrance exam scores if applying to 4-year colleges This information would include (a) data gathered over time that can (b) be associated with current and future environments. Additional information may include: Informal interviews with students, student completion of interest inventories or questionnaires to establish student interests and preferences in transition planning to meet the basic requirements of age appropriate transition assessment.

Examples: Transition Assessment
Apr-19 Examples: Transition Assessment IGP/ILP Career Awareness, Student Interest Inventory, Matchmaker, School Matchmaker Academic Records Progress notes, End of grade test scores, Report cards, Curriculum-Based Assessment, State Assessments - EPAS (EXPLORE/PLAN/ACT), CATS Multi- Disciplinary Assessment Cognitive, Adaptive, Functional Skills, Communication, Observations School or Community - Based Work Experiences Interview with Student & Parents It is recommended that all students with independent living postsecondary goal(s) on their IEPs have the following data sources on file (cumulative or due process): State mandated test scores from high school (alternate or standardized) Psychological evaluation data indicating areas of strengths and weaknesses Adaptive behavior scale Quarterly grades, semester grades, or progress notes

Documenting Transition Assessment
Apr-19 Documenting Transition Assessment Now let’s look at some examples and documentation of transition assessments. Look at page 24 of the Kentucky Transition Requirements handout. On the IEP form’s transition page, there is a particular place to document that the transition assessments used as a basis for determining the postsecondary goal(s). The section is titled “What transition assessments were used to determine the child’s preferences and interests?” Let’s look at an example for John. The ARC also uses the information gathered from the transition assessments to develop the Present Level Transition Needs statement, as well as determine the postsecondary goal(s). When the ARC references particular transition assessments in the Present Level Transition Needs statement, this documents their use and consideration of the transition assessment data. As with any ARC discussion, it is also recommended that the ARC document their discussion in the Conference Summary/Action Notice.

Apr-19 To document in Infinite Campus, use the 16+ IEP, go to the “Transition Services Needs” editor. Check the box next to the transition assessments used to determine the student’s postsecondary goal(s). Look at page 25 of the Kentucky Transition Requirements handout.

Apr-19 Independent Practice Review student records for compliance with Item 49g.

Student Involvement Apr-19 49h
Now let’s go on to 49h. Look at page 25 of the Kentucky Transition Requirements handout. You’ll see “Look for” and “Directions” in bold print as well as the sub-indicator wording. Presenter: Read/Go over slide.

Apr-19 CCR: ARCs can include the child in the transition discussion by asking him/her to explain his/her EXPLORE, PLAN, and ACT student profile as well as Individual Learning Plan (ILP) information. CCR: ARCs can include the child in the transition discussion by asking him/her to explain his/her EXPLORE, PLAN, and ACT student profile as well as Individual Learning Plan (ILP) information.

Documenting Student Involvement
Apr-19 Documenting Student Involvement The student should be checked as invited on the Notice of ARC Meeting sent to the parent. Look at page 26 of the Kentucky Transition Requirements handout. Note: The record should also show the student’s signature on the conference summary as attending the ARC meeting. If the student does not attend, the ARC must document other steps that were taken to ensure that the student’s interests and preferences were considered. This may include documentation of surveys, interviews, ILP/IGP, description in the conference summary notes, etc.

Apr-19 Independent Practice Review student records for compliance with Item 49h.

Apr-19 Annual Update 49i Now let’s go on to 49i. Look at page 26 of the Kentucky Transition Requirements handout. You’ll see “Look for” and “Directions” in bold print as well as the sub-indicator wording. Presenter: Read/Go over slide.

Apr-19 Annual Update Look at page of the Kentucky Transition Requirements handout. The ARC should document annual review of the IEP, including the postsecondary goals, by stating the meeting date and the anticipated review date of the IEP. By checking the last IEP date against the current IEP date, the annual timeline may be confirmed. Note: Just as the student’s Individual Learning Plan (or Individual Graduation Plan) is updated annually to reflect changes in education/training and employment goals, so must the student’s postsecondary goals in the IEP be updated. The ARC must review transition assessment data and determine if more information is needed as a basis for developing new or revising postsecondary goals.

Apr-19 Independent Practice Review student records for compliance with Item 49i.

Apr-19 Item 49 (Summary of a-i)

Apr-19 Independent Practice Review student records for compliance with Item 49.

Item 50

Apr-19 Independent Practice Review student records for compliance with Item 50.

Kentucky Indicator 13 “Sub-Indicators”
Apr-19 Kentucky Indicator 13 “Sub-Indicators” Postsecondary Goals Transition Services Agency Involvement Consent for Agency Invitation Multi-year Course of Study Related Annual Goal(s) Transition Assessment Student Involvement Annual Update In summary, we’ve reviewed Kentucky’s sub-indicators for Indicator 13, looked at examples, and learned about how to document the requirements in the student’s record.

Directions for Review of Records
Apr-19 Directions for Review of Records Student records must be selected randomly. For Item #49, at least 10% of records of students age 16 and older are selected. No more than 50 records are required to be reviewed. If the district has 10 or fewer records for Item #49, then all student records for that item must be reviewed. Now let’s talk a few moments about the directions for reviewing records. In order to yield accurate information, student records must be selected randomly. Random means that records are not preselected. For example, selecting the record of every third, fifth, tenth, (etc.) student from the child count roster is one means of random selection. Random also means that records are selected from a variety of schools, teachers, case managers, and categories of disability. Random review is one way for the district to ensure accuracy. If the district is chosen by DECS for a data verification visit, there is a far greater likelihood that DECS’ record review will match the results of the district’s review, if the district has randomly selected its records. If the district has “hand-picked” the records it reviewed, and DECS discovers inaccuracies during a data verification visit, the district will be cited for a violation of the “timely and accurate” data requirement. At least 10% of the district’s child count must be selected for the review, in order for the review to be valid. No more than 50 records are required to be reviewed. If the district has 10 or fewer records under the specific record review item, then all student records for that item must be reviewed. For example, if the district had 8 students referred to its preschool program from First Steps, all 8 records must be reviewed. Please note that, for Item #49, at least 10% of records of students age 16 and older are selected.

Correction of Noncompliance
Apr-19 Correction of Noncompliance Violations of IDEA that can be remedied During the record review process, districts may find items in student records that are violations of IDEA. Some of these violations may be remedied depending on the nature of the violation. If remedied prior to submission of the data to KDE, the violation is considered corrected. It is not reported in the district’s data report as noncompliant. In most cases it will be necessary to convene an ARC to remedy the violation. The documentation of the ARC must reflect authentic and appropriate processes and remedies. Violations of IDEA that can be remedied During the record review process, districts may find items in student records that are violations of IDEA. Some of these violations may be remedied depending on the nature of the violation. If remedied prior to submission of data to KDE, the violation is considered corrected. It is not reported in the district’s data report as noncompliant. In most cases it will be necessary to convene an ARC to remedy the violation. The documentation of the ARC must reflect authentic and appropriate processes and remedies.

Apr-19 Correction of Noncompliance Examples of violations that may be remedied include: Failure to document postsecondary goals in the IEP (#49a) Failure to document transition services in the IEP (#49b) Failure to invite outside agencies (with prior consent) to the ARC meeting to discuss transition (#49c) Failure to document the student’s multi-year course of study (#49e) Failure to link annual goals to related postsecondary goals (#49f) Failure to document evidence of transition assessment (#49g) Failure to invite the student to the ARC meeting to discuss transition (#49h) Examples of violations that may be remedied include: Failure to document postsecondary goals in the IEP (#49a) Failure to document transition services in the IEP (#49b) Failure to invite outside agencies (with prior consent) to the ARC meeting to discuss transition (#49c) Failure to document the student’s multi-year course of study (#49e) Failure to link annual goals to related postsecondary goals (#49f) Failure to document evidence of transition assessment (#49g) Failure to invite the student to the ARC meeting to discuss transition (#49h)

Apr-19 Correction of Noncompliance Violations of IDEA that are reported as noncompliance Some violations of IDEA identified during the district’s record review cannot be remedied in individual student records due to the nature of the violation. These must be reported as noncompliant in the district’s data report. Violations of IDEA that are reported as noncompliance Some violations of IDEA identified during the district’s record review cannot be remedied in individual student records due to the nature of the violation. These must be reported as noncompliant in the district’s data report.

Apr-19 Correction of Noncompliance Examples include: inviting outside agencies to ARC meetings prior to obtaining parent consent (#49d) missing the timeline for updating postsecondary goals annually (#49i) not having transition requirements in the IEP by the student’s 16th birthday (#50) Examples include: inviting outside agencies to ARC meetings prior to obtaining parent consent (#49d) missing the timeline for updating postsecondary goals annually (#49i) not having transition requirements in the IEP by the student’s 16th birthday (#50)

Apr-19 Correction of Noncompliance Though these violations cannot be remedied, the district must correct the noncompliance in the individual student’s record, unless the student is no longer under the district’s jurisdiction. For example, failure to meet the timeline for an IEP with transition requirements met by 16th birthday cannot be remedied; however, it can be corrected for that student by ensuring an appropriate IEP is in place, though out of timeline. Systemic correction may also be required. Though these violations cannot be remedied, the district must correct the noncompliance in the individual student’s record, unless the student is no longer under the district’s jurisdiction. For example, failure to meet the timeline for an IEP with transition requirements met by 16th birthday cannot be remedied; however, it can be corrected for that student by ensuring an appropriate IEP is in place, though out of timeline. Systemic correction may also be required.

Additional Resources and Support
Apr-19 Additional Resources and Support Special Education Cooperatives - Transition Consultants Add individual contact information

Activity District Action Plan
Apr-19 Activity District Action Plan Your district should work to develop a plan/system for how it will ensure that the information received during the training is being implemented with fidelity throughout the district Co-op staff will gather district plans and forward to KDE/DLS The district may then report on the status of the plan in its next quarterly report Optional Activities: Group Case Study: Trainer provides copy one IEP or one student record to give to small groups or pairs to conduct record review. Circulate during the review to answer specific questions. After review, discuss as large group. Individual Case Study: Prior to the training, ask each participant to bring a student record. Each participant reviews own record. Circulate during the review to answer specific questions. After review, discuss as large group. Review and Critique Samples: Trainer provides samples of documentation of each of the Indicator 13 sub-indicators. Small groups or pairs review and critique the samples. Circulate during the review to answer specific questions. After review, discuss as large group.

Apr-19 Post-Test Since the 2004 IDEA Reauthorization, the federal Department of Education has put increasing pressure on states to come into compliance with IDEA. KDE believes that the focus of special education needs to be on educational outcomes for students with disabilities as well as compliance with IDEA. However, KDE is in danger of having sanctions levied against the Department if Kentucky districts are out of compliance with IDEA, especially those districts that are out of compliance for more than one year. As a result of such sanctions, KDE would have no choice but to apply the same sanctions to the local districts. Based upon assurances KDE has made to the federal government, KDE will be notifying districts that are out of compliance with IDEA for more than a year that they will be required to participate in mandatory training on a variety of issues.

Indicator 13 Kentucky Transition Compliance

Similar presentations

Presentation on theme: "Indicator 13 Kentucky Transition Compliance"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Indicator 13 Kentucky Transition Compliance

Similar presentations

Presentation on theme: "Indicator 13 Kentucky Transition Compliance"— Presentation transcript:

Similar presentations

About project

Feedback